1- UNIVERSITY of IOWA Asian & Slavic Languages and Literatures

Home , Hindi Day, Hindustani language, Philip Lutgendorf, World Hindi Secretariat

Asian & Slavic Languages and Literatures

eHindi

SOAS:2101 First-Year Hindi-Urdu: First Semester, 5 s.h. Reading, writing, speaking. Offered fall semesters of odd years. GE: Foreign Language (NEW GE: World Languages); First Level Proficiency.

SOAS:2102 First-Year Hindi-Urdu: Second Semester, 5 s.h. Continuation of SOAS:2101. Offered spring semesters of even years. Prerequisites: SOAS:2101. Requirements: undergraduate standing. GE: Foreign Language (NEW GE: World Languages); Second Level Proficiency.

SOAS:3101 Second-Year Hindi-Urdu: First Semester, 4 s.h. Conversation, reading of folktales and modern short stories. Offered fall semesters of even years. Prerequisites: SOAS:2102. Requirements: undergraduate standing. GE: Foreign Language (NEW GE: World Languages); Second Level Proficiency.

SOAS:3102 Second-Year Hindi-Urdu: Second Semester, 4 s.h. Continuation of SOAS:3101. Offered spring semesters of odd years. Prerequisites: SOAS:3101. Requirements: undergraduate standing. GE: Foreign Language (NEW GE: World Languages); Fourth Level Proficiency.

SOAS:4101 Third-Year Hindi-Urdu: First Semester, 3 s.h. Advanced level Hindi texts; speaking, writing. Offered fall semesters. Prerequisites: SOAS:3102.

SOAS:4102 Third-Year Hindi-Urdu: Second Semester, 3 s.h. Continuation of SOAS:4101. Offered spring semesters. Prerequisite: SOAS:4101.

Asian & Slavic Languages and Literatures College of Liberal Arts and Sciences

Chair Russell Ganim

Locati 111A PH (Phillips Hall) on

Phone 319-335-2151

Email [email protected]

Websi

http://clas.uiowa.edu/dwllc/asll/ te

Gener al http://www.registrar.uiowa.edu/registrar/catalog/liberalartsandsciences/asianandslaviclangu

Catalo agesandliteratures/ g

6 courses found, displaying all courses.

Course # Title

SOAS:2102:0001 Course Title is also known as(039:124:001) First-Year Hindi-Urdu: Second Semester

Prerequisites: SOAS:2101 (039:123). more

Start and end times:10:30A - 11:20A MTWThF 102 SL

Instructors: Rajiv Ranjan (Primary Instructor), Philip Lutgendorf (Course Supervisor)

SOAS:2902:0001 Course Title is also known as(039:111:001) First-Year Sanskrit: Second Semester

Prerequisites: SOAS:2901 (039:110). more

Arranged Time Arranged Location

Instructors: Frederick Smith (Primary Instructor)

SOAS:3102:0002 Course Title is also known as(039:127:002) Second-Year Hindi-Urdu: Second Semester

Prerequisites: SOAS:3101 (039:126). more

Start and end times:3:30P - 5:20P TTh 161 VAN

Instructors: Philip Lutgendorf (Primary Instructor)

SOAS:4102:0001 Course Title is also known as(039:185:001) Third-Year Hindi-Urdu: Second Semester

Prerequisites: SOAS:4101 (039:184).

Arranged Time Arranged Location

Instructors: Philip Lutgendorf (Primary Instructor)

SOAS:4103:0IND Course Title is also known as(039:217:IND) Independent Study Individual Hindi for Advanced Students Arranged Time Arranged Location

View instructors (1 available)

SOAS:5201:0IND Course Title is also known as(039:216:IND) Independent Study Indiv Sanskrit for Advanced Students This course has specific requirements view

Arranged Time Arranged Location

View instructors (2 available)

6 courses found, displaying all courses. Iowa Student Information System

Hindi: The University of Iowa

View requirements for the Hindi track of the Asian Languages & Literatures major.

Intensive summer instruction in Hindi is available through the South Asia Summer Language Institute (SASLI) at the University of Wisconsin–Madison; see http://sasli.wisc.edu/.

We strongly encourage students to seek study abroad opportunities to accelerate the process of language acquisition and cultural study. The University offers a Semester in South India in Mysore. The University’s membership in the American Institute of Indian Studies (AIIS) makes additional opportunities for study abroad available to students.

For more information on these opportunities and on scholarships available to support study abroad, visit theInternational Programs website or contact Study Abroad (335-0353), 1111 University Capitol Centre

Faculty South Asian Name E-mail Phone Office

Aniruddha Dutta

[email protected] 319-335-0035 401 JB Assistant Professor

Philip A. Lutgendorf philip- 319-335-2157 667 PH

[email protected] Professor of Hindi and Modern Indian Studies

Frederick M. Smith 318

[email protected] 319-335-2178 Professor of Sanskrit and Classical Indian GILH Literature

OTIC

E: The State University of Iowa Foundation is a 501(c)(3) tax-exempt organization soliciting tax-deductible private contributions for the benefit of

Aniruddha Dutta

Assistant Professor

[email protected]

Phone: 319-335-0035

Office: 401 JB

Office Hours: 11:00 - 1:00 T12:00 - 1:00 Th

http://clas.uiowa.edu/gwss/people/aniruddha-dutta

Philip A. Lutgendorf

Professor of Hindi and Modern Indian Studies

[email protected]

Phone: 319-335-2157

Office: 667 PH

Office Hours: 12:00 - 3:00 T

Education:  Ph.D., 1987, University of Chicago, South Asian Languages and Civilizations, with distinction. Dissertation: "The Life of a Text: Tulsidas' Ramcaritmanas in Performance" Courses Developed and Taught:  First, Second, and Third Year Hindi  Individual Hindi for Advanced Students  Readings in the Ramcaritmanas  Alternative Universes (Hindu Mythology)  Asian Humanities: India

 Indian Mystical Literature in Translation  Indian Theatre  The Ramayana as Literature, Performance, and Ideology  The Mahabharata as Literature, Performance, and Ideology  Topics in Asian Cinema: Indian Film [visit website, "Philip's Fil-ums"]  Goddesses in India

Publications:  2007 Hanuman's Tale: The Messages of a Divine Monkey. New York: Oxford University Press.  2005 "Monkeys." In Lindsay Jones (ed.), The Encyclopedia of Religion, Second Edition, vol. 9 pp. 6150-53. Detroit: Thomson Gale (Macmillan Reference USA).  2005 "Who Wants to be a Goddess? Jai Santoshi Maa Revisited." Chakra (journal of Indian religions, Lund University, Sweden) 3, 72-112 (revised reprint of "A Superhit Goddess," 2002).  2004 "Hanuman's Adventures Underground: The Narrative Logic of a Ramayana 'Interpolation'." In Mandakranta Bose (ed.) The Ramayana Revisited. New York: Oxford University Press. Pp. 149-63.  2004 "(Too?) Many Ramayanas." Journal of Vaisnava Studies, 12.2, 201-211.  2003 "Jai Santoshi Maa Revisited: On Seeing a Hindu 'Mythological' Film." In S. Brent Plate (ed.), Representing Religion in World Cinema: Mythmaking, Culture Making, Filmmaking . New York : Palgrave/St Martins . Pp. 19-42.  2003 "Five Heads and No Tale: Hanuman and the Popularization of Tantra." In International Journal of Hindu Studies 5, 3:269-296 (dated 2001, but copyright 2003)  2003 Entries on "Hanuman" (280-81). "Manas katha" (375-76), "Rama" (508), "Ramayana, T.V. Production" (511-512), and "Vyas" (631-32), in Peter J. Claus and Margaret A. Mills (eds.), South Asian Folklore: An Encyclopedia. New York and London: Routledge.  2003 "Medieval Devotional Traditions: An Annotated Survey of Recent Scholarship," in Arvind Sharma (ed.), The Study of Hinduism. Columbia, SC: University of South Carolina Press. Pp. 200-260.  2002 "A Superhit Goddess/A Made-to-Satisfaction Goddess: Jai Santoshi Maa Revisited." Manushi, a Journal About Women and Society, 131:10-16, 24-37.

 2002 "Evolving a Monkey: Hanuman, Poster Art, and Postcolonial Anxiety." In Contributions to Indian Sociology, Vol. 36:1,2. Pp. 71-112. Also published in Sumathi Ramaswamy, ed., Beyond Appearances? Visual Practices and Ideologies in Modern India. New Delhi: Thousand Oaks; London: Sage Publications (2003). Pp. 71-112.  2001. "From the Ramcaritmanas of Tulsidas, Book Five: Sundar Kand." (Reprint of 1994 translation, with new introduction.) Indian Literature, vol. XLV, no. 3: 143-181.  2000 "Tulsidas." Article in Olive Classe (ed.), Encyclopedia of Literary Translation into English, 2 vols. London: Fitzroy Dearborn, vol. 2:1428-29.  2000. "City, Forest, and Cosmos: Ecological Perspectives from the Sanskrit Epics," in Christopher Key Chapple and Mary Evelyn Tucker (eds.), Hinduism and Ecology. Harvard University Press.  2000. "Dining Out at Lake Pampa: The Shabari Episode in Multiple Ramayanas," in Paula Richman (ed.), Questioning Ramayanas. Oxford University Press.  1999. "Like Mother, Like Son: Sita and Hanuman." Manushi: a Journal about Women and Society, No. 114, 22-35.  1997. "Monkey in the Middle: the Status of Hanuman in Popular Hinduism." Religion, 27, 311-332.  1997. "Imagining Ayodhya: Utopia and its Shadows in a Hindu Landscape." International Journal of Hindu Studies, 1:1, 19-54.  1997. Ramcaritmanas Word Index/Manas shabda anukramanika. by Winand M. Callewaert and Philip Lutgendorf, Delhi: Manohar. 336 pp. (a concordance to the Hindi epic).  1996. "Ramcaritmanas." In Ian P. McGreal (ed.), Great Literature of the Eastern World, 235-38. New York: Harper Collins.  1995. "All in the (Raghu) Family." In Lawrence A. Babb and Susan S. Wadley (eds.), Media and the Transformation of Religions in South Asia, 217-53. Philadelphia: University of Pennsylvania Press; and in Robert C. Allen (ed.), To Be Continued....Soap Operas Around the World, 321-53. London: Routledge. (revised version of 1990 "Ramayan: The Video")  1995. "Interpreting Ramraj: Reflections on the Ramayan, Bhakti, and Hindu Nationalism," in David Lorenzen (ed.), Bhakti Religion in North India: Community Identity and Political Action, 253-87. Albany: State University of New York Press.  1995. "Ramcaritmanas: From Book Five. The Beautiful Book." (translation). In Maynard Mack (gen. ed.), The Norton Anthology of World Masterpieces. (Expanded Edition), Vol. 1, 2316-32. New York: W. W. Norton and Co.  1994. "Banking on the Name." Journal of Vaisnava Studies, 2:2, 147-62.  1994. The Life of a Text: Performing the Ramcaritmanas of Tulsidas (Indian edition). Delhi: Oxford University Press (for reviews, see below, 1991).  1994. "My Hanuman Is Bigger than Yours." History of Religions 33:3, 211-45.  1994. "Sundar kand" (complete translation). Journal of Vaisnava Studies 2:4, 91-127.

 1994. "The Quest for the Legendary Tulsidas." In Winand M. Callewaert and Rupert Snell (eds.), According to Tradition: Hagiographical Writing in India, 65-85. Wiesbaden: Otto Harrassowitz. (Expanded version of 1993 "The Quest")  1993. "The Quest for the Legendary Tulsidas." Journal of Vaisnava Studies 1:2, 79-101. Also appeared as "La Busqueda del Tulsidas Legendario." Estudios de Asia y Africa 81 (Journal of El Colegio de Mexico), Vol. 25:1, 8-29. (Spanish translation by Mariela Alvarez)  1992. "The 'Great Sacrifice' of Ramayana Recitation," in Monika Thiel-Horstmann (ed.), Ramayana and Ramayanas, 185-205. Wiesbaden: Otto Harrassowitz.  1992. "The Secret Life of Ramchandra of Ayodhya." In Paula Richman (ed.), Many Ramayanas: The Diversity of a Narrative Tradition in South Asia, 217-34. Berkeley and Los Angeles: University of California Press.  1992. "Storysellers: Patrons and Performers in Contemporary North India." In Paul Greenough (ed.), Redefining the 'Artisan': Traditional Technicians in Changing Societies, 59-83. The University of Iowa: Center for International and Comparative Studies, Occasional Paper Nos. 9-18.  1991. The Life of a Text: Performing the Ramcaritmanas of Tulsidas. Berkeley and Los Angeles: University of California Press. (469 pp.) Reviews: American Ethnologist 21:4, Anthropological Quarterly 66:2, Asian Folklore Studies (Nagoya) 52:2, The Book Review (New Delhi) 19:8, Estudios de Asia y Africa (Mexico City) 27:2, Folklore Bulletin 10:1, Journal of the American Academy of Religion 60:4, Journal of Asian and African Studies (London) 28:3-4, Journal of Asian Studies 54:2, Religious Studies Review 18:4, Semiotica 98:3/4.  1991. "Words Made Flesh: The Banaras Ramlila as Epic Commentary," in Joyce Burkhalter- Flueckiger and Laurie Sears (eds.), Boundaries of the Text: Epic Performances in South and Southeast Asia, 83-104. University of Michigan: Center for South and Southeast Asian Studies.  1990. "The Power of Sacred Story: Ramayana Recitation in Contemporary North India," in Barbara A. Holdrege (ed.), Ritual and Power, a special issue of the Journal of Ritual Studies 4:1, 115-47.  1990. "Ramayan: The Video." TDR (The Drama Review: A Journal of Performance Studies) 34:2 (T126), 127-76.  1989. "Ram's Story in Shiva's City: Public Arenas and Private Patronage," in Sandria Freitag (ed.), Culture and Power in Banaras: Community, Performance and Environment, 1800-1980, 34-61. Berkeley and Los Angeles: University of California Press.  1989. "The View from the Ghats: Traditional Exegesis of a Hindu Epic." Journal of Asian Studies 48, 272-88.

Frederick M. Smith

Professor of Sanskrit and Classical Indian Literature [email protected]

Phone:319-335-2178

Office: 318 GILH

Office Hours: 12:30 - 2:30 W or by appointment

CV: Frederick Smith CV.pdf

Approved Courses

Major/Minor Requirements | DARS Update Request | Frequently Asked Questions | Spring 2015 Approved Course List

The following course list includes classes offered over the course of the past two years, and is updated one to two times per year. Classes shown here are not guaranteed to be offered during the time you spend here at the U, and are subject to change.

Course titles may differ from the online catalog.

Asian Studies Approved Elective Courses

SOUTH/CENTRAL ASIA

HINDI 4610 South Asian Literature and Culture

HINDI 4620 Popular Culture of South Asia Christine Everaert Assistant Professor, Languages And Literature, University of Utah  Email: [email protected]  Phone: 801-581-8381 Contact Information- Language & Communication Bldg, LNCO 0049 Room: 1215 Phone: 801-581-8381

Office Hours: Office hours Mondays 2:00-3:00 pm or by appointment Mailing Address Christine Everaert 255 S Central Campus Dr Rm 01400 Language & Communication Bldg Salt Lake City, UT 8411

Education

 Ph.D, Oriental Languages and Cultures: Indology, Ghent University Belgium. Lost (and added) in translation. Tracing the boundaries between Hindi and Urdu. An analysis of a corpus of short stories from the 20th century

 Licentiate (M.A.), Oriental Languages and Cultures: Indology , Ghent University Belgium. An invitation to the Modern Hindi Short Story: selection of short stories by Bhagavati Caran Varma

 Candidate (B.A.) , Oriental Languages and Cultures: Indology , Ghent University Belgium.

 Candidate (B.A, obtained two years in one), Colonial History , Ghent University Belgium.

 Ph.D, Ph.D, Ghent University - Belgium. Tracing the boundaries between Hindi and Urdu. An analysis of a corpus of short stories from the 20th century

Honors & Awards

 International Travel and Research Grant to support tenured and tenure-track faculty scholarship conducted or presented in international settings, College of Humanities, 04/2012

 honourable mention for my book "Tracing the boundaries between Hindi and Urdu; Lost and Added in Translation between 20th Century short stories", Brill Publishers, Leiden, The Netherlands, 2010" by the Sahitya Academi (India's National Academy of Letters) in India during their yearly conference in February 2012. Reference Harish Trivedi, Sahitya Academi India, 02/2012

Languages

 Hindi. fluent., Urdu. fluent.

Geographical Regions of Interest

 Southern Asia

3 UNIVERSITY OF COLORADO(BOULDER)

Welcome to Asian Languages and Civilizations

HINDI-URDU

The Department of Asian Languages and Civilizations was established at the University of Colorado Boulder in 1982 as the Department of Oriental Languages and Literatures. Steadily expanding its offerings in Chinese and Japanese, the unit became the Department of East Asian Languages and Civilizations in 1994 and, with the addition of new Asian language programs during the first decade of the twenty-first century, adopted the current designation of Asian Languages and Civilizations (ALC) in 2008.

The Department offers Bachelor’s degrees in Chinese and Japanese and beginning, intermediate, and advanced courses in Arabic, Farsi, Hindi/Urdu, and Korean. At the graduate level, the Department has Master’s degree programs in Chinese and Japanese as well as joint BA/MA programs in Chinese and Japanese. Graduate offerings also include Dual MA Programs in either Chinese or Japanese and History or Religious Studies. A PhD program in Chinese and Japanese is now accepting applications.

In all programs students receive a thorough grounding in the modern language, an introduction to the classical language and literature, and a broad familiarity with the literary and cultural history of the selected areas.

Certificate in South Asian Languages and Civilizations For more info click here: SALC Certificate

Certificate in Middle Eastern and Islamic Studies For more info click here: MEIS Certificate

Asian Languages and Civilizations Eaton Humanities 240A, 279 UCB Boulder, Colorado 80309-0279 Tel: (303) 492-6639 Fax: (303) 492-7272 [email protected]

Upcoming Events 3/17 Hindi Language Night

4/8 Asian Language Night

Hindi-Urdu Conversation Club

Spring 2015 Commencement

HINDI

HIND1010 BeginningHindi1(5) Provides a thorough introduction to the modern Hindi language, emphasizing speaking, listening, reading, and writing skills. This course is proficiency-based. Activities aim to place the student in the context of the native-speaking environment from the very beginning. Students will be provided with opportunities to participate in local South Asian cultural events. Credit not granted for this course and ASIA 1420. Formerly HNDI 1010.

HIND1020 BeginningHindi2(5) Continuation of HIND 1010. Provides a thorough introduction to the modern Hindi language, emphasizing speaking, listening, reading and writing skills. Proficiency-based course aims to place the student in the context of the native-speaking environment from the beginning of the course. Provides opportunities to participate in local South Asian cultural activities and events. Prereq., HIND 1010 (min. grade C), or instructor consent. Formerly HNDI 1020.

HIND2110 IntermediateHindi1(5) Emphasizes speaking, listening, reading and writing skills and culturally appropriate language use. Credit not granted for this course and ASIA 2420. Meets MAPS and approved for arts and sciences core curriculum: foreign language. Prereq., HIND 1020 (min. grade C), or instructor consent. Formerly HIND 2010.

HIND2120 IntermediateHindi2(5) Continuation of HIND 2110. Enhances students' speaking, listening, reading and writing skills and culturally appropriate language use. Prereq., HIND 2110 (min. grade C), or instructor consent. Formerly HIND 2020.

HIND3110 AdvancedHindi1(5) Emphasizes speaking, listening and conversational fluently in Hindi, with a focus on cultural appropriate expression and practical knowledge. Prereq., HIND 2120 (min. grade C), or instructor consent. Formerly HIND 3010.

HIND3120 AdvancedHindi2(5) Continuation of HIND 3110. Emphasizes reading, listening, and speaking fluency in Hindi-Urdu, with a focus on literary, cinematic and cultural themes in modern and contemporary Hindi-Urdu media and culture. Thematic focus of the course may change each semester. An effort will be made to encourage students to put their language skills into literary and cultural context. Prereq., HIND 3110 (min. grade C), or instructor consent. Formerly HIND 3020.

HIND3400SpecialTopics(3) Topics in Hindi. May be repeated up to 6 total credit hours for different topics. No prerequisites.

Hindi Courses in English

HIND1011 IntroductiontoSouthAsianCivilizations(3) Survey of traditional and modern world views and experiences of people on the Indian subcontinent through literature and film, beginning with the Ramayana and including medieval tales, modern novels, and feature films. Formerly HNDI 1011. Approved for arts and sciences core curriculum: human diversity. Taught in English.

HIND3441 ScreeningIndia:AHistoryofBollywoodCinema(3) Provides a critical overview of one of the world's largest and most beloved film industries, the popular Hindi cinema produced in Bombay (Mumbai) and consumed around the world under the label "Bollywood". Focus on the post-Independence era to the present, with introduction to key films, directors, stars, genres, formal techniques, and themes, as well as critical analyses of these and other topics. Formerly HNDI 2441. Taught in English.

HIND3651 Living Indian Epics: The Ramayana and the Mahabharata in the Modern Political Imagination (3) Explores the Ramayana and Mahabharata, two fundamental mythological pillars of Indian society, through literature, comic books, film, television, and political rhetoric as a means of examining major issues of religion, gender, popular culture, and social politics in contemporary India. Taught in English.

HIND3661 SouthAsianDiasporas:ImaginingHomeAbroad(3) Examines fundamental questions of home, nation, identity, ethnicity, and foreignness in the context of the enormous South Asian diaspora. By means of literature, ethnography, and film, the various connotations of diaspora will be explored along with the cultural productions of members of the South Asian diaspora (both Indian and Pakistani). Taught in English.

HIND3811ThePoweroftheWord:Subversive and Censored 20th Century Indo-Pakistani Literature (3) Provides an overview of a selection of writings by important 20th century Indo-Pakistani authors, which will permit students to get acquainted with Indian literature. Provides insight into the experience of social and political events in the 20th century and the reaction of the government to the critical analysis and portrayal of these events. Taught in English. Formerly HNDI 3811. Approved for arts and sciences core curriculum: human diversity.

HIND3831 TheManyFacesofKrishnainSouthAsiaLiteratureandCulture(3) Using both textual and visual sources, the multiple facets of Krishna in Indian religious experience will be explored through poetry and prose, painting and sculpture, music, dance, and drama. Formerly HNDI 3831. Taught in English.

HIND3851 DevotionalLIteratureinSouthAsia(3) Focuses on the medieval and modern periods (1200-present), and the languages of North India and Pakistan (Hindi, Urdu, Panjabi). Students engage with English translations of works by Tulsidas, Surdas, Kabir, Mirabai, Nanak, Khusrau, Ghalib, Anis and Iqbal. Recurring themes include issues of authorship and interpretation; religious and aesthetic encounter; and the legacy of these traditions in modern South Asian society and literature. Taught in English. Approved for arts and sciences core curriculum: literature and the arts.

Kusum Knapczyk Lecturer of Hindi

Office:

Arts & Sciences Office Building 1, S175 Office Hours:

Tuesday 8:30-9:30am & By Appointment Research:

History of Hindi literature and language, Hindi language pedagogy, and Urdu poetry. Education:

PhD, Jawaharlal Nehru University, New Delhi. Biography:

Kusum Knapczyk has received an MPhil and PhD in Hindi literature from Jawaharlal Nehru University in New Delhi, India. Prior to joining CU Boulder in 2012, she was a visiting lecturer in Hindi at Indiana University, Bloomington. She has taught in several STARTALK intensive Hindi language programs throughout the US, including STARTALK: Hindi in the Rockies at the University of Colorado, Boulder.

Kusum is a fully certified ACTFL OPI tester for Hindi. She has published numerous articles and short stories in Hindi newspapers and magazines.

[email protected]

Peter Knapczyk

Instructor of Hindi, SALC Certificate Advisor

Office:

Woodbury 315 Office Hours:

Tuesday 12:00-1:00pm Education:

Indiana University, BA; Brown University, MA; University of Texas at Austin, MA/PhD Biography: Peter Knapczyk received a BA in Folklore/Ethnomusicology from Indiana University, an MA in Music/Ethnomusicology from Brown University, and an MA and PhD in Asian Cultures and Languages from the University of Texas at Austin. His PhD dissertation, “Crafting the Cosmopolitan Elegy in North India: Poets, Patrons, and the Urdu Marsiyah, 1707-1857,” is a socio-political history of Shi’i elegiac poetry and the rise of Urdu literary culture during India’s transition from Mughal to British rule. He teaches courses in Hindi-Urdu and South Asian Studies, and is advisor for ALC’s Certificate in South Asian Languages and Civilizations.

Research Interests: Hindi-Urdu literature, Islam in South Asian, Hindu devotional traditions, early modern South Asian history, music and religion. [email protected]

NORTHWESTERN UNIVERSITY // WEINBERG COLLEGE OF ARTS AND SCIENCES

Hindi-Urdu Language Courses

Hindi Language Courses

Hindi-Urdu Language Courses

HINDI-Urdu 111-1/2/3 Hindi-Urdu I - Beginner's First-Year Hindi-Urdu This course is meant for students with no or very little Hindi-Urdu background. The students will be introduced to the Hindi script and to aspects of Hindi-Urdu grammar. Social and cultural information will be discussed along-side.

Prerequisites None

Teaching Method Textbook, word games, in-class materials.

Evaluation Method Assessment is based on weekly (pop) quizzes, attendance, classroom participation, home assignments, and 3 mid-terms. (No final exam is administered.)

Materials Required

Introduction to Hindi Grammar by U.R. Jain (University of California Institute of East Publisher) ISBN: 09-446-1325-X/9780944613252 Suggested Practical Hindi-English Dictionary by M. Chaturvedi and B.N. Tiwari (South Asia Books Publisher, 1992) ISBN: 81-214-0536-X Rajpal English-Hindi Dictionary by Hardev Bahri (1999, available through Amazon) ISBN-10: 81-7028-100-8 ISBN-13: 9788170281009

HINDI-URDU 115-1/2/3 Accelerated Hindi-Urdu I This course is only offered every other year (in odd years). It is meant for students with some Hindi-Urdu background. The students are expected to be able to speak and understand basic Hindi-Urdu (as in Hindi movies), but they are not expected to be able to read or write in Hindi. They will systematically be introduced to the Hindi script and to aspects of Hindi-Urdu grammar. Social and cultural information will be discussed along-side.

Prerequisites Some speaking skills in Hindi-Urdu, placement by instructor

Teaching Method Textbook, word-games, in-class materials

Evaluation Method Assessment is based on weekly (pop) quizzes, attendance, classroom participation, home assignments, and 3 mid-term exams. (No final exam is administered.)

Materials Required Introduction to Hindi Grammar by U.R. Jain (Institute of East Asian Studies Publisher) ISBN: 09-446-1325-X/9780944613252 Suggested Practical Hindi-English Dictionary by M. Chaturvedi and B.N. Tiwari (South Asia Books Publisher, 1992)

ISBN: 81-214-0536-X Rajpal English-Hindi Dictionary by Hardev Bahri (1999, available through Amazon) ISBN-10: 81-7028-100-8 ISBN-13: 9788170281009

HINDI-URDU 121-1/2/3 Hindi-Urdu II This course is administered along two tracks: one for students completing Hindi-Urdu 111-3; a second for students completing Hindi-Urdu 115-3. Both groups will be engaged in reading stories, completing movie assignments, playing games and making Microsoft Powerpoint presentations. Students from Hindi-Urdu 115-3 will watch a Hindi movie every week and do assignments based on the movie. Students from Hindi-Urdu 111-3 will work on reinforcing all the language skills attained in the first year of Hindi-Urdu language study. They will enhance speaking and comprehension skills in addition to expanding grammar and vocabulary knowledge.

Prerequisites Successful completion of Hindi-Urdu I (111-3 or 115-3, first-year Hindi-Urdu sequences), placement exam results, or permission of the instructor.

Teaching Method Textbook, extra materials, word-games.

Evaluation Method Students from Hindi-Urdu 115-3 are graded based on the quality and punctuality in completion and submission of their movie assignments. Students from Hindi-Urdu 111-3 are graded based on home assignments, weekly quizzes, 3 midterms, attendance and class participation.

Materials Intermediate Hindi by Y. Kachru and R., Pandharipande (1996, Motilal Banarsidass Publisher) ISBN-10: 81-2080-558-5 ISBN-13: 978-8120805583 Intermediate Hindi Reader by Usha R. Jain and K. Schommer (1999, Institute of East Asian Studies Publisher) ISBN-10: 08-7725-35-1-X

ISBN-13: 978-0877253518 Advanced Hindi Grammar (2007, Institute of East Asian Studies Publisher) ISBN-10: 09-4461-34-2-X ISBN-13: 978-0944613429

HINDI-URDU 211-1/2/3 Hindi-Urdu III Topics in Intermediate Hindi-Urdu - The Language of Bollywood Do native speakers of all backgrounds speak Hindi-Urdu the same way, or if the language varies from place to place, class to class, person to person? If so, what determines this variation? What is the effect of the speaker’s social and economic context on their language, and inversely, what and how does language tell us about somebody’s background? What other variations are there in Hindi-Urdu? What role does time play in all of this?

In this course the students will look at half a dozen or so Bollywood movies from various decades, with the stories set in different socio-economic circumstances. They will watch selected scenes and analyze the language used to see what it reveals about the movie characters.

Registration Requirements C- or better in Hindi-Urdu 121-3 or equivalent, or by placement test or with instructor consent.

Teaching Method Lectures and discussions.

Evaluation Method The students will be evaluated on their mastery of new pertinent vocabulary, on their ability to do verbal analyses and discussions in the Hindi-Urdu language, as well as their ability to write longer responses in Hindi-Urdu via home assignments and 2 Midterms. As a final assignment, the students will be required to write a movie plot, and a dialog in Hindi-Urdu, i.e. they will have to demonstrate the ability to produce appropriate indirect and direct speech (about 5 pages).

Materials Selected movie clips with transcription provided by the instructor.

Laura Brueck

Associate Professor of Indian Literature

WCAS Asian Languages & Cultures Department 1800 Sherman Avenue, Office 5414 Evanston, IL 60201 847-467-4746, [email protected]

Laura Brueck received her Ph.D. in Asian Cultures and Languages from the University of Texas at Austin in 2006. Her research interests are in modern and contemporary Hindi literature, with a particular focus on literatures of resistance and of the oppressed.

Her work for the last decade has focused on Hindi Dalit literature, or resistance writing by those formerly known as “untouchables.” Her book, Writing Resistance: The Rhetorical Imagination of Contemporary Dalit Literature is being published by Columbia University Press as part of the new series South Asia Across the Disciplines (SAAD). A collection of her translations of Hindi short stories, titled Unclaimed Terrain: Stories by Ajay Navaria, was published in 2012 by Navayana Press in Delhi, India. Recently, her interests have turned towards Indian “pulp” fiction, particularly the genre of detective fiction and crime narratives. She is especially interested in the ways that the socio-political discourse of crime and criminality are reflected in twentieth century Hindi, Urdu, and English detective novels.

Brueck arrived at Northwestern University in 2013 to help build the new Department of Asian Languages and Cultures. Her areas of specialization in teaching include modern Hindi/Urdu language and literature, South Asian literature in English and in translation, Bollywood cinema, Indian epic literature, and South Asian civilization, with a particular focus on the modern politics of caste, class, and gender.

Rami Nair

Coordinator of Hindi-Urdu Language Program, Associate Professor of Instruction

WCAS Asian Languages & Cultures Department 1800 Sherman Avenue, Office 5411 Evanston, IL 60201 847-467-7581, [email protected]

Rami Nair grew up as a multilingual in India and Poland. She completed her high school education in New Delhi, India. She then proceeded to pursue a five year integrated M.A. degree in Applied Linguistics at the University of Warsaw in Poland, which she received in 1992.

In 1998 she completed her Ph.D. in Linguistics at Northwestern University, the same year that she started the Hindi language program within the now no longer existing Program of African and Asian Languages at NU.

Nair currently teaches first and second-year Hindi classes, and has developed a "true beginners" and "accelerated" version of the first-year course. She teaches the “accelerated” section every other academic year.

Her research interests include language pedagogy, second language acquisition, phonetics and phonology.

Languages at Leicester Hindi

Namastē! नमते Hindi is a very melodious and phonetic language. It is the national language of India and is spoken by millions of people not only in the native country, but also in several other countries. It is also the language of a long literary tradition, both in modern prose and poetry, as well as pre-modern secular and devotional poetry. In more recent times Hindi has become a dominant language of modern media, such as cinema in India and much of the content on television. Majority of Hindi speakers reside in many of the northern states of Indian, but it is understood in most places in India.

India is one of the most exotic tourist locations in the world. Picturing India one can imagine the wonders they can behold the fabulous white-domed Taj Mahal, cups of steaming chai (tea), spicy cuisine, women’s vibrant coloured saris, intricate temples, sacred cows, elephant rides, rickshaws and bustling streets will inevitably come to mind. Visitors come to see Delhi’s landmarks, enjoy Goa’s sandy beaches, marvel at Karnataka’s monumental architecture, experience Mumbai’s cosmopolitan nightlife and admire the palaces of Rajasthan.

Levels offered: Hindi

Beginners (level 1) You have little or no prior knowledge of Hindi.

Start learning right now...

Greeting: "Namastē" (Hello) Counting: एक (ek), दो (do), तीन (teen), चार (cāra), पांच (pāṃca)… Useful phrase: "अंत भला तो सब भला" (Anth bhala to sab bhala) - (English: If the end is good, everything is good.) Share this page:

Contact Details

e: [email protected] t: +44 (0) 116 252 2662

Language degrees

Our School of Modern Languages offers undergraduate and postgraduate degrees combining French, Spanish and Italian with each other and with other academic subjects. We also offer degrees in translation and interpreting.

New Courses 2015

Language skills on your transcript

Our language courses will be included on your Higher Education Achievement Report (HEAR) transcript.

Courses started Oct 2014

 New Hindi

Previous learners say"I cannot really express with words my sincere thanks to you for making my dream to improve my Italian come true!Thank you! Grazie!” - Italian, intermediate

Welcome to the Department of South Asian Languages and Civilizations in the Division of the Humanities. The SALC Department offers graduate and undergraduate programs with a focus on the study of the textual traditions of South Asia and the languages they use, as a basis for a fuller understanding of the civilizations of the Indian subcontinent and surrounding areas.

2014-15 SALC Courses at a Glance

HINDI (HIND)

Winter Quarter 2015

HIND 10200 01 First Year Hindi II Grunebaum, Jason 1:30-2:20 PM MTWRF

HIND 20200 01 Second Year Hindi II Grunebaum, Jason 2:30-3:20 PM MTWRF

HIND 30200 01 Third Year Hindi II Stark, Ulrike 10:30-11:50 AM TR

HIND 40200 01 Fourth Year Hindi II Stark, Ulrike 10:30-11:50 AM TR

HIND 47901 01 Readings: Advanced Hindi II Stark, Ulrike 10:30-11:50 AM TR

Spring Quarter 2015

HINDI (HIND)

HIND 10300 01 First Year Hindi III Grunebaum, Jason 1:30-2:20 PM MTWRF

HIND 20300 01 Second Year Hindi III Grunebaum, Jason 2:30-3:20 PM MTWRF

HIND 30300 01 Third Year Hindi III Stark, Ulrike 10:30-11:50 AM TR

HIND 40300 01 Fourth Year Hindi III Stark, Ulrike 10:30-11:50 AM TR

HIND 47902 01 Readings: Advanced Hindi III Stark, Ulrike 10:30-11:50 AM TR

HINDI COURSES

First Year Hindi I-II-III

HIND 10100-10200-10300. This five-day-a-week sequence presents an introduction to the world’s second most spoken language through reading, writing, listening, memorizing, and speaking. We begin with the Devanagari script, and we then introduce the Urdu script in Winter Quarter. Jason Grunebaum, Autumn-Winter-Spring.

Second Year Hindi I-II-III

HIND 20100-20200-20300. PQ: First year Hindi or comparable level of language skills. This intermediate Hindi sequence presupposes knowledge of the basic grammar of Hindi and requires substantial reading and translating of Hindi prose, alongside exposure to advanced Hindi grammar topics. Regular attention is given to conversation and composition. Texts in Hindi. Staff, Autumn; Jason Grunebaum, Winter-Spring.

Third Year Hindi I-II-III

HIND 30100-30200-30300. PQ: Second year Hindi or comparable level of language skills. Readings from Hindi literary and journalistic texts and a wide array of other sources depending on student interests, with continuing grammar review and practice in listening comprehension, composition and speech. Staff, Autumn; Ulrike Stark, Winter-Spring.

Fourth Year Hindi I-II-III

HIND 40100-40200-40300. PQ: Third year Hindi or comparable level of language skills. Readings from Hindi literary and journalistic texts and a wide array of other sources depending on student interests, with continuing grammar review and practice in listening comprehension, composition and speech. Staff, Autumn; Ulrike Stark, Winter-Spring.

Readings: Advanced Hindi I-II-III

HIND 47900-47901-47902. PQ: Fourth year Hindi or comparable level of language skills. Readings from Hindi literary and journalistic texts and a wide array of other sources depending on student interests, with continuing grammar

review and practice in listening comprehension, composition and speech. Staff, Autumn; Ulrike Stark, Winter-Spring.

Hindi at the University of Chicago

Hindi, with over half a billion speakers, is the second most widely spoken language in the world, and is the official language of India, the world’s second most populous country. India’s rapidly growing economic, political, and cultural importance has significantly enlarged Hindi’s global sphere of influence, far beyond its traditional and still flourishing outposts of diaspora, from Fiji to Trinidad, Mauritius to Manchester.

The Hindi program at the University of Chicago is one of the most rigorous and comprehensive in the country. Students who take Hindi embark on an exciting and intensive course in language, culture, and literature. Hindi students at Chicago have consistently been successful in securing Critical Language Scholarships (CLS), FLAG grants, and Boren and NSEP fellowships, as well as gaining admission to the American Institute of Indian Studies and other summer and year-long language programs to study Hindi in India.

In addition to First-, Second-, and combined Third/Fourth-Year Hindi courses, occasional content courses on various aspects of Hindi literary culture for advanced students are also offered.

Chicago Hindi alumni have gained admission to top PhD programs and have won competitive language scholarships. They have also secured employment as professional translators and interpreters, have worked for international organizations and NGOs, and have themselves become instructors of Hindi.

Click to hear what former Chicago Hindi students have to say about Hindi at Chicago

Click to see a first-year Hindi video project

Our Hindi instructors:

Professor Ulrike Stark

Senior Lecturer Jason Grunebaum

Four levels of Hindi are offered:

First-Year Hindi (Mondays through Fridays, 1:30-2:20)

Second-Year Hindi (Mondays through Fridays, 2:30-3:20)

Third/Fourth-Year Hindi (Tuesdays and Thursdays, 10:30-11:50)

Hindi placement exam:

**The 2014 Hindi placement exam will be administered on Wednesday, September 24, 2014, at 2:00pm in Foster 103--no makeups, The duration of the exam is approximately two hours.**

The Hindi placement test for incoming first-year undergraduates is administered during orientation week just prior to commencement of classes. Please contact Jason Grunebaum with any questions concerning the time and date of the exam. The exam is administered only once per academic year—no exceptions. Incoming graduate students unsure about their Hindi abilities may also take the exam to determine placement.

Hindi FAQ:

What if I can’t register for Hindi 101 because the class is full, or for another technical reason?

Be sure to come to the first day of class, and email the instructor beforehand explaining the problem and ask to be put on the waiting list. Sometimes registered students drop, or don’t show up on the first day. If you do not come to the first day, however, and/or email the instructor, your chances of being able to take the course dramatically diminish.

It says that First-Year Hindi meets Mondays through Fridays. What if I have a conflict on one or more of the days. Can I still take the class?

No. Students who wish to take Hindi 101 must be available all five days during class time—no exceptions.

I’d like to audit/sit-in on a Hindi class. Is that possible?

No. SALC does not permit auditors in any of the department’s language classes. Please consider registering for the class. You won’t regret it!

I already have some background in written/spoken Hindi. What class should I take?

Please contact the Hindi instructors and take the Hindi placement exam given during orientation week just prior to commencement of classes (see above). Based on the results of your written and oral placement exam, the Hindi instructors will determine the level of Hindi best for you.

For students attending the Pune autumn quarter program abroad:

Students who begin their Hindi studies abroad in Pune and who wish to continue in winter quarter of First-Year Hindi must contact the instructor in Chicago in order to make sure that they have covered enough material to be able to join the class in January. While many students have successfully joined the Hindi class after beginning their Hindi studies in Pune, there is no guarantee that a student can successfully join Hindi 102 due to the truncated quarter in Pune. It is therefore essential to contact the Hindi 101 instructor as soon as possible to ensure a smooth transition.

Ulrike Stark

Professor Office: Foster Hall 202 Phone: (773) 834-2814 Fax: (773) 834-3254 Email: [email protected]

Ulrike Stark's research focuses on Hindi literature, South Asian book history and print culture, and North Indian intellectual history in the nineteenth and twentieth centuries. She joined the Department in September 2005, having taught at the South Asia Institute of the University of Heidelberg for over a decade. She holds a Ph.D. from the University of Bamberg and received her Habilitation (German professorial qualification) at Heidelberg University in 2004.

Field Specialties

Hindi language and literature, print culture and book history in South Asia, North Indian intellectual culture in the 19th and 20th centuries, Hindi-Urdu interface

Education

 Ph.D. (summa cum laude), Modern South Asian Languages and Literatures, University of Bamberg, 1994  M.A., Romance Philology (French and Spanish) and Indology, University of Bonn, 1989

Post-doctoral Qualification

Habilitation and Venia Legendi in Moderne Indologie (Modern South Asian Languages and Literatures), University of Heidelberg, 2004

Publications Include:

Monographs

 An Empire of Books: The Naval Kishore Press and the Diffusion of the Printed Word in Colonial India, 1858- 1895. New Delhi: Permanent Black, 2007.  Tage der Unzufriedenheit: Identität und Gesellschaftsbild in den Romanen muslimischer Hindischriftsteller (1965-1990). Stuttgart: Franz Steiner Verlag ("Days of Discontent: Identity and Society in the Novels of Muslim Hindi Writers," Bamberg, Univ. Diss., 1994, in German with an English summary).

Articles and Contributions to Edited Volumes

 (forthcoming) "Benares Beginnings: Print Modernity, Book Entrepreneurs, and Cross-Cultural Ventures in a Colonial Metropolis, 1820-1890." In: Abhijit Gupta and Swapan Chakravorty (eds), Founts of Knowledge (Book History in India, vol. 3). Delhi: Orient Blackswan.  "A Qur'an for Every Household: Mass Printing and the Commercialization of Islamic Sacred Texts in Nineteenth-Century Lucknow." In: Nadia al-Bagdadi and Mushirul Hasan (eds),Sacred Texts and Print Culture: The Case of the Qur'an and the Bible of the Eastern Churches, 18th and 19th Centuries. Budapest: Central European University Press, 2013.  "Through Subaltern Eyes: Shivaprasad at Simla, 1846-52." Summerhill: IIAS Review, vol. xviii (no.1), 2012: 23-33.  "Knowledge in Context: Raja Shivaprasad (1823-95) as hybrid intellectual and people's educator." In Michael Dodson and Brian Hatcher (eds), Trans-Colonial Modernities in South Asia, Routledge 2012: 68-91.  "Associational Culture and Civic Engagement in Colonial Lucknow: The Jalsah-e Tahzib." The Indian Economic and Social History Review 48.1, 2011: 1-33.  "Translation, Book History, and the Afterlife of a Text: Growse's The Ramayan of Tulsi Das". In Maya Burger and Nicola Pozza (eds), India in Translation Through Hindi Literature. A Plurality of Voices. Bern 2010: 155- 80.  "Publishers as Patrons and the Commodification of Hindu Religious Texts in Nineteenth-Century North India." In Heidi Pauwels (ed.), Patronage and Popularisation, Pilgrimage and Procession: Channels of Transcultural Translation and Transmission in Early Modern South Asia. Papers in Honour of Monika Horstmann. Wiesbaden 2009: 189-203.  "Makkhanlal's Sukhsagar (1846/47): The First Complete Version of the Bhagavata Purana in Modern Hindi Prose?." In: Indica et Tibetica. Festschrift für Michael Hahn. Zum 65. Geburtstag von Freunden und Schülern überreicht, herausgegeben von Konrad Klaus und Jens-Uwe Hartmann, Wien 2007: 491-506 (Wiener Studien zur Tibetologie und Buddhismuskunde).  "Hindi Publishing in the Heart of an Indo-Persian Cultural Metropolis: Lucknow's Newal Kishore Press (1858- 1895)." In: Stuart Blackburn/Vasudha Dalmia (eds), India's Literary History: Essays on the Nineteenth Century. New Delhi 2004: 251-279.  "Towards a New Hindu Woman: Educational ideals and female role models in Shivprasad's Vamamanrañjan (1856)." In: Ulrike Roesler and Jayandra Soni (eds), Aspects of the Female in Indian Culture. Marburg 2004: 167-179.  "Politics, Public Issues and the Promotion of Urdu Literature: Avadh Akhbar, the First Urdu Daily in Northern India." The Annual of Urdu Studies, Vol. 18.1, 2003: 66-94.  "Of Saintliness and Sex: the aged protagonist in Shrilal Shukla's Bisrampur ka sant (1998)." In: Th. Damsteegt (ed.), Heroes and Heritage: The Protagonist in Indian Literature and Film.Leiden 2003: 166-183.  "Lucknow's Jalsa-i Tahzib: Urbane Elite, organisierte Handlungskompetenz und frühe 'associational culture' in Britisch-Indien." In: Harald Fischer-Tiné (ed.), Handeln und Verhandeln: Kolonialismus, transkulturelle Prozesse und Handlungskompetenz. Münster 2002: 51-73.  "In search of the missing self: the hero as failure and the writer's self-reflexive quest in Manzur Ahtesham's Dastan-e lapata (1995)." In: Dirk W. Lönne (ed.), Tohfa-e-Dil. Festschrift Helmut Nespital. Reinbek 2001: 471-486.  "Educating women, educating a daughter: Babu Navincandra Rai, Lakshmi-Sarasvati-samvad (1869) and Hemantkumari Chaudhurani." In Antony Copley (ed.), Gurus and their followers. Delhi 2000: 33-56.  "Sex, Drugs, and the Importance of Being Modern: Pankaj Bishts Schriftstellerroman Lekin darvaza."

In: Archív Orientální 65, 1997: 209-219.

Edited Volumes

 Mauern und Fenster: Neue Erzählungen aus Indien. Heidelberg: Draupadi Verlag 2006 [an anthology of modern Hindi short stories in German translation].

Translations

 (with Jason Grunebaum) "Doctor Crocodile." An Excerpt from 'The Tale of the Missing Man' by Manzoor Ahtesham. Pratilipi, March and June 2010.  (with Jason Grunebaum) Balmukund Gupt, "Shivashambhu's Letters to Lord Curzon." In: Shobna Nijhawan (ed.), Nationalism in the Vernacular. Hindi, Urdu, and the Literature of Indian Freedom. Delhi: Permanent Black 2010.

Work in Progress

 (book manuscript) Times of Transition. Raja Shivaprasad 'Sitara-e Hind' [A biography of Raja Shivaprasad of Benares (1823-1895), public intellectual, man of letters, historian and eminent educator in 19th-century North India].  (with Jason Grunebaum) "The Tale of the Missing Man." A translation of Manzoor Ahtesham's Hindi novel Dastan-e Lapata (1995).  (co-edited volume, with Francesca Orsini), Up to Date? Hindi literature in the Twenty-First Century.  (with Smita Gandotra), Pandit Gauridatt. Devrani Jethani ki kahani, or The Story of the Sisters-in-Law, translated with annotations and an introduction (under contract with Primus Books)

Jason Grunebaum

Senior Lecturer in Hindi Office: Foster Hall 510 Fax: (773) 834-3254

Email: [email protected]

Jason Grunebaum is a Senior Lecturer and teaches beginning, intermediate, and, occasionally, advanced Hindi.

His English translation of Uday Prakash's Hindi novel The Girl with the Golden Parasol (Yale University Press/Penguin India) was awarded a PEN/Heim Translation Fund grant and was longlisted for the 2014 National Translation Award, and his translation of a trio of Prakash novellas entitled The Walls of Delhi, published by UWA Press/Hachette India/Seven Stories Press, was shortlisted for the DSC Prize for South Asian Literature and was a semifinalist for the Jan Michalski Prize.

His essay entitled "Choosing an English for Hindi" appears in the anthology In Translation: Translators on Their Work and What it Means, edited by Esther Allen and Susan Bernofsky (Columbia University Press).

He has been awarded a NEA Literature Fellowship for the translation, in collaboration with Ulrike Stark, of Manzoor Ahtesham's The Tale of the Missing Man. He received a Fellowship from the American Literary Translators Association and has been awarded residencies at the Blue Mountain Center for the Arts and the Djerassi Foundation. Jason is also a member of the University Creative Writing Advisory Committee and has published fiction in several literary magazines. Salman Rushdie selected his "Maria Ximenes da Costa de Carvalho Perreira" as a short story of distinction.

Education

MFA, Columbia University, 2004

University of Kelaniya

Faculty of Humanities

Department of Hindi Studies The Department of Hindi Studies is one of the departments in the Faculty of Humanities. Providing a scholarly knowledge of the Hindi Language, Literature and North Indian culture, and promoting related research in this field among Sri Lankans are the aims of the Department of Hindi which was establ at the very founding of this University, under the guidance of the Venerable Professor Bhadantha Anand Kausalyayan, an expert in Hindi, from India. Under the University reforms order of the 1970`s, this Department was absorbed into the newly formed Department of Modern Languages, but in March 1995 it regained the status of an independent department.

Courses of Department of Hindi Studies

Bachelor of Arts special Degree program in Hindi Studies

Bachelor of Arts General Degree program in Hindi Studies

Certificate course in Hindi Studies

Diploma course in Hindi Studies

Bachelor of Arts Special Degree Program in Hindi Studies Level 02 HIND 23516 History of Hindi Language

HIND 23526 History of Hindi Literature

HIND 23536 North Indian Culture

HIND 23546 Hindi Grammar - I

HIND 23556 Hindi Fork Literature

HIND 23566 Practical Usage of Hindi: Spoken & Written - I

Level 03 HIND 33516 Early Hindi Verse (Specified) and Literary Criticism (Verse)

HIND 33526 Hindi Prose (Literary Criticism and Development)

HIND 33536 Principles of Linguistics and Hindi Phonology

HIND 33546 Hindi Prose (Specified) - I

HIND 33556 Hindi Grammar - II

HIND 33566 Practical Usage of Hindi: Spoken & Written - II

Level 04 HIND 43516 Unspecified Passages and Translations

HIND 43526 Medieval Hindi Verse (Specified)

HIND 43536 Modern Hindi Verse (Specified)

HIND 43546 Hindi Prose (Specified) - II

HIND 43556 Hindi Grammar and Composition

HIND 43568 Dissertation and Oral Examination

Bachelor of Arts General Degree Program in Hindi Studies

Level-01 HIND 11012 C Introduction to Language Practice in Hindi - I

HIND 11022 C Skills of Comprehension and Expression - I

HIND 11032 A Proficiency in Hindi Language - I

HIND 12042 C Introduction to Language Practice in Hindi - II

HIND 12052 C Skills of Comprehension and Expression - II

HIND 12062 A Proficiency in Hindi Language - II

Level-02 HIND 21012 C Origin and Development of Hindi Language

HIND 21023 C History of Hindi Literature

HIND 21032 A Proficiency in Hindi Language - III

HIND 22043 C North Indian Culture and Hindi Folk Literature

HIND 23052 C Hindi Grammar and Translation

HIND 22062 A Proficiency in Hindi Language - IV

Level-03 Modern Hindi Verse (Prescribed & HIND 31013 C Unprescribed)

HIND 31022 C Hindi Grammar and Composition

HIND 31032 A Introduction to North Indian Culture

Modern Hindi Prose (Prescribed & HIND 32043 C Unprescribed)

HIND 32052 C Oral and Written Communication Skills

Introduction to Modern Hindi Prose and Verse HIND 32062 A (Prescribed)

Type of Course Units- C Compulsory, A- Aixiliary Certificate Course in Modern Languages - Hindi First Year HINDI - MLHI 101, Hindi Grammar and Vocabulary

HINDI - MLHI 102, Comprehension and Composition

Second Year HINDI - MLHI 201, Hindi Grammar,Vocabulary & Essay Writing

HINDI - MLHI 202, Unspecified Passages

HINDI - MLHI 203, Translations

Diploma Course in Hindi Studies Course Units

DHIN 03018 Hindi Language & Grammar DHIN 03028 Comprehension,Composition & Translations DHIN 03038 History of Hindi Language,Literature & North Indian Culture DHIN 03046 Skills of Spoken and Written Expression

Qualifications

 Minimum 6 Passes at the G.C.E O/L Examination.  Minimum 3 Passes at the G.C.E A/L Examination.  Prerequisite knowledge on Hindi Language is not necessary

Course Duration  10 Months (Weekend Lectures)

Examination Structure  Three Hour Question Papers for each Four Course Units  Compulsory Oral Test

Certificate

 The Certificate on Diploma in Hindi Language will be conferred to all the Students Who pass all above Question papers and Oral Test

Department of Hindi Studies

The Department of Hindi Studies in the Faculty of Humanities is one of the oldest departments of the University of Kelaniya with its origins in 1959. Since that time period, separate departments were established for Sinhala, Sanskrit, Pāli and Hindi which were considered Eastern Languages. The Department of Hindi Studies commenced its degree programmes with the initiative of Prof. Ven. Ananda Kaushalyāyan Thero who was originally from Nagpur, India.

During that period there was much enthusiasm among Sri Lankans to learn Hindi. The young undergraduates of the 60s loved to watch Hindi films and listen to Hindi songs. It was during this time that the Vidyālankāra University was moved to the new building complex at Dalugama and also the Head of the Department returned to his motherland. Though the several remarkable Doctors and lecturers joined the department, the position of the Head of the Department remained vacant.

Meanwhile, the Vidyalankara University decided to establish a separate department called 'Department of Modern Languages' in 1974, replacing the Department of Hindi Studies which was situated in the Vidyālanakāra Mandapaya. In addition to the Hindi Language, languages such as Chinese, Japanese, German and Russian were also taught in that department. The Head of the Department, Prof. S. Weerathunga, the professor of Sanskrit, was appointed in 1975. Later, Hindi language studies were carried out in a fully pledged, independent department which taught courses on Hindi Language, Literature and North Indian Culture from 1995.

The Heads of the Department of Hindi Studies starting from 1995 to date are as follows:

Dr. (Ms.) Indra Dasanayake 1995

Prof. Chandrasiri Palliyaguru (Acting Head) 1995 December - 1997

Prof. (Ms.) Indra Dasanayake 1997 - 2006

Prof. Upul Ranjith Hewawitanagamage 2006 - 2009

Prof. Lakshman Senevirathne 2009 - 2011

Prof. Upul Ranjith Hewawitanagamage 2011 - up to date

Department Address: of Hindi Studies, K2-201,

University of

Kelaniya, Kelaniya,

Sri Lanka.

8 Sabaragamuwa University of Sri Lanka

Sabaragamuwa University of Sri Lanka, from its inception in 1996, has for more than one and a half decades dedicated its mission towards nurturing scholars who could contribute to society, by broadening knowledge paradigms and imparting it to new generations of students. Universities have a vast challenge amidst rapidly changing society, and Sabaragamuwa University too, having felt this profound impact, has understood one certainty: that change is the norm and knowledge will be a key resource and will be highly sought after within Sri Lanka and around the globe. Taking up this challenge, Sabaragamuwa University helps generate intellectual abilities of students and educates and trains them to work in fields where they will be valued both for their specialized knowledge, and for their ability to research, communicate and solve problems. Geared with its outstanding staff, students, facilities and relevant academic programmes, Sabaragamuwa University holds a firm place among the universities in Sri Lanka and is building its way towards ascertaining a stronghold among the world's leading universities. LATEST NEWS FACULRY OF SOCIAL SCIENCE AND LANGUAGES

Contacts

TELEPHONE

045-2280087 (General)

045-2280021 (Dean/ Faculty of Social Sciences and Languages)

045-2280048 (Head/ Department of Economics and Statistics)

045-2280310 (Head/ Department of English Language Teaching)

045-2280017 (Head/ Department of Languages)

045-2280022 (Head/ Department of Social Sciences)

045-3453186 (Assistant Registrar/ Faculty of Social Sciences and Languages)

FAX : 045-2280034 (Faculty)

Faculty of Social Sciences and Languages, Sabaragamuwa University of Sri Lanka, P.O. Box 02, Belihuloya 70140, Sri Lanka. Tel: 045 2280021 E-mail: [email protected], Web: http://www.sab.ac.lk

Department of Languages

Welcome to the Department of Languages, located in the Faculty of Social Sciences and Languages. On our website you will find information about the sections of taught Languages and programs available within the

department of Languages, along with a directory of academic staff and their research and a brief summary of syllabuses along with all the latest departmental news. Department of Languages has been established since the inauguration of the university in 1995. To this day, it remains one of the prominent departments of Languages in Sri Lanka and offers a very wide range of study opportunities, from the most elementary courses through to supervised research. This includes undergraduate programs in major and minor streams in Sinhala, Tamil, English, German, Hindi, Japanese and

Chinese. The department's staff includes 17 full-time

academics specialized in the fields of language, society Department of Languages and literature. Our research interests represent the Faculty of Social Sciences and disciplines of cultural studies, history, linguistics, Languages literature, translation studies and foreign language Sabaragamuwa University of S teaching. Prospective undergraduate students interested P.O. Box 02, Belihuloya. Sri Lanka. in language studies are encouraged to contact the Department of Languages for further information. Language studies programs in the department of +94(0)45 - Languages involve the study of the language, and the Phone 2280017 culture for which that language is the medium: its literature, history, society and lifestyles. Study options +94(0)45 - include tuition in the language, and the use of language Fax 2280017 in the commercial world, and on the cultural side, a whole range of fascinating units on culture, film and

Email [email protected] literature. Study of Languages in our department also combines well with European, South Asian and South- east Asian studies, history, business and culture.

Graduates with Local and Foreign language skills and a good understanding of other cultures are in demand both

in Sri Lanka and overseas. Our programs will provide you with an excellent competitive advantage for a range of government and private sector jobs, while the experience will expand your horizons and introduce you to people, places, cultures and ideas that can change your way of looking at the world around you.

Courses

The Department of Languages currently offers the following subjects as Major and Minor;Chinese, English, German Hindi Japanese Studies, Sinhala, Tamil

The following subjects may only be taken as Minor subjects; Japanese Language Journalism

HEAD OF THE DEPARTMENT

Mrs. R.A.D.P. Weerasekara

SENIOR LECTURER(S)

Dr. Manoj Ariyaratne Dr. K. Nageswaran Mr. J.K.C. Dissanayake Dr. Hao Weimin Mrs. G.K.C.S. De Silva Mr. S.S.A.Seneviratne Mr. Rev. Ayagama Wijitha Mr. S.Y. Sirithar Dr. Nirosha Paranavitana Ms. Devakumari Sundararajan Mr. R.G. Sangeeth Rathnayaka Mr. Mahesh Hapugoda Mr. K.R.W.K.H. Abeywickrama Mr. Brazil Nagoda Vithana Mr. Mahinda Pathirana

LECTURER (PROBATIONARY)

Mr. D.A.N.S.Y. Dassanayake Ms. M.A.D.De. Silva Weerakkody

Mahatma Gandhi Institute & Rabindranath Tagore Institute

MGIRTI

School of Indian Studies (SIS)

Dr K. Sornum O.S.K, Senior Lecturer & Head, School of Indian Studies

Tel.: (230) 403 2000, (230) 403 2009

The School of Indian Studies regroups seven departments - Language Departments (Hindi, Urdu, Tamil, Telugu, Marathi), the Department of Creative Writing and Publications and the Language Resource Centre. The multi-lingual and pluri-cultural population of Mauritius is one of its greatest assets and the Mahatma Gandhi Institute is one of the institutions which has contributed to preserve and disseminate this multilingualism through teaching programmes at Tertiary level, through publications and research in the Indian Languages. The School has the largest number of taught programmes and the largest number of students attending full-time and part-time courses on the campus.

The School of Indian Studies has traveled a long way since its inception. From a Unit with a skeleton staff involved in the production of teaching materials for the primary level, it has grown, today, into the most important School of the Institute with more than 30 highly qualified and trained academic staff at the Grade of Lecturer, Senior Lecturer and Associate Professor.The School of Indian Studies comprises seven departments: Hindi Studies Department, Urdu Studies Department, Tamil Studies Department, Telegu Studies Department, Marathi Studies Department, the Department of Creative Writing and Publications and the Language Resource Centre. Each Department is headed by a Senior Lecturer and offers diploma, degree and post- degree programmes. Besides teaching, the staff members are also involved in supervision of students registered for M.Phil/Ph.D. Programmes of studies set up with the participation of renowned Indian experts in their respective languages are at par with those offered by other institutions of repute. These programmes include modules in areas related to language, literature, linguistics and philosophy. What is more, fields of study pertaining to aspects of Mauritian history and Society, information Technology and Media Studies have been included to ensure that prospective students develop an overall competence which will equip them for the demands of the job market.In so far as Teacher Education is concerned, the main activity is the

Teacher Training Programme at primary and secondary levels run in collaboration with the Mauritius Institute of Education (MIE) for the Ministry of Education and Human Resources. The School also conducts the Advanced Certificate in Education Course and other ref4resher courses for the primary and secondary school teachers at the request of the Ministry.In the field of Research, studies undertaken by members of staff range from language teaching/learning and literature to advanced Sociological and Applied Linguistic studies. The School encourages its staff to embark on research projects individually or in teams. This activity helps the Departments in their mission and also constantly refreshes the staff in terms of know-how. As an academic body, the School often takes the initiatives of revisiting and reviewing its activities and academic programmes through seminars, workshops and brainstorming sessions.Thanks to this philosophy of constant growth, the services of the staff of the School are today much sought after by the public and private institutions in a multiplicity of academic fields. They are involved, for example, in the setting up and moderation of examination papers prepared at the Mauritius Examinations Syndicate as well as the marking and analysis of scripts at various levels.The expertise and experience of the Departments are also solicited by institutions in the South West Indian ocean region. The School of Indian Studies also provides support to Indian Culture, philosophy and collaborates with various socio-cultural bodies in enhancing the quality of their input. To broaden its perspectives and join the main stream of the development at a more global level, the Departments have established links with various universities outside Mauritius. Join us. It will be an experience of enrichment. More details about the seven departments are as follows:

School of Indian Studies (SIS)

Head, Department of Hindi Studies

Dr A. Dunputh, Senior Lecturer & Head Department of Hindi Studies

Tel.: (230) 403 2000 Ext 2169

Staff, Department of Hindi Studies

Dr. J. Lallbeharry, Senior Lecturer

Dr. S. Bhowon-Ramsahah, Senior Lecturer

Mrs M. Ramdharee, Lecturer

Miss A. Chitamanee, Lecturer

Dr K. K. Jha, Lecturer

Hindi Diploma Programmes

Written by Administrator Friday, 28 November 2008 09:28

Diploma in Hindi Studies

This programme aims at providing opportunities for the reinforcement of language competence, providing opportunities for increasing knowledge, understanding and appreciation of the literary heritage (fiction, poetry, drama) and equipping the student with the pedagogy of the language.

With a view of developing interdisciplinary approach in the students the latter are given an overview of the History of the Indian Ocean and Mauritius by the Centre for Mauritian Studies of the Institute. Another interesting feature of this programme relates to the education theory based modules serviced by the Mauritius Institute of Education.

A dissertation comprising 5,000 to 6,000 words based on research related to Hindi Language or Literature forms an integral part of the course.

Hindi Undergraduate Programmes - 1. B.A (Hons) Hindi

This programme aims at providing knowledge and competence in the fields of Hindi Language and Literature, providing a basic knowledge of Sanskrit language and its literature and equipping the students for a number of professions in fields such as reaching, the civil service, the mediaor pubilc relations.

The modules relating to “An overview of the history of Mauritius”, “Contemporary issues of Mauritius”, “the development of creating writing in various languages” promotes a sense of belonging, harmony, multiculturalism and patriotism in the students whereas “Introduction to Information Technology” increases the proficiency of students. To foster larger dimensions to knowledge electives like “Introduction to Rhythm”. “Introduction to Indian Classical Dance, Art and Religion” are on the offer.

2. B.A (Hons) Hindi (Part-time)

To cater for the growing need of employed people to constantly upgrade their qualifications and improve their skills, the MGI, in collaboration with the University of Mauritius has introduced the B.A. Honours Part-Time programmes. This is a two-tier programme with the Diploma in Hindi Studies. In fact the Diploma in Hindi Studies is a prerequisite for the B.A. Honours Part- Time programme.

The aims of this programme are

1. To provide opportunities to diploma holders in Hindi to acquire further knowledge and competence in Hindi language, literature and culture and 2. To equip students to critically analyse issues related to the language and literature.

3. BA Joint (Hons) Humanities

A joint venture between the Mahatma Gandhi Institute and the University of Mauritius.

The degree programme in Joint Humanities is designed to provide knowledge and competence in the field of language, culture, history and society. It provides the background for a number of professions in such sectors as teaching, the civil service, the media or public relations, heritage and research institutions. The Hindi Components are taught by the Mahatma Gandhi

Institute.

Thursday, 27 November 2008 08:49 The Hindi Studies Section is one of the major pillars of the Department of Languages. Starting as part of a Production Unit, it has emerged as a major centre for teaching and research in the Hindi Language, Literature.

The Section first initiated the study of Hindi Language, Literature and Methodology in its part- time Diploma Course. In 1990, in collaboration with the University of Mauritius, it commenced with a joint programme at B.A level with Hindi and another language (English or French) or History. Today the Hindi Studies Section offers the possibility of pursuing Hindi Studies on a part-time or full-time basis up to the B.A (Hons), M.A Levels. It is worth noting that Mauritius is the only Country of the Indian Diaspora offering Hindi at Post-Graduate level.

Our belief in a dynamic literary tradition prompts us to blend traditional trends in literature like medieval poetry with modern ones like media and translation studies at B.A Level. At Master’s level modules like women in Hindi Literature or Element of Protest in Hindi Literature are interesting features of the syllabus.

Equipped with a highly qualified staff, the Hindi Studies Section is also involved in guiding research at M.Phil/Ph.D level. The Hindi Studies Section plays an important role at national level, with its staff participating actively in seminars and other academic activities organized by the Hindi Speaking Union, World Hindi Secretariat and other bodies. Its expertise is sought by other institutions like the Mauritius Broadcasting Cooperation, the Mauritius Examinsations Syndicate, The Mauritius Institute of Education, The Mauritius College of the Air, the National Centre for Curriculum Research and Development among others.

In collaboration with the Mauritius Institute of Education, the Section offers training programmes for educators of primary schools and secondary schools. It provides in-service courses as well as short-term courses for the specific requirements of organizations as and when needed.

The Section is also involved in informal teaching which is carried out through extra-curricular activities. A yearly event like the ‘Hindi Saptaah’ comprising activities like poetry writing, and recital competition, street-play, debate, contribute to the all-round development of our students in their reading, writing, speaking skills. The team-spirit thereby developed is

definitely a basis for nation building.

Catering for the needs of around 300 students yearly, the Hindi Studies Section has given a tremendous boost to the teaching of Hindi in Mauritius. Our alumni today are placed in various primary schools and secondary schools. Qualified students are employed not only in the teaching profession but also in the media and other Ministries. Some of our alumni have successfully forged their way and today form part of our Hindi Studies Section.

Mr. Gangadharsing (Gulshan) Sooklall

Senior Lecturer

Academic Qualifications :

 B.A (Hons) Hindi: University of Delhi, India (1995-1998) under the ICCR scholarship scheme

 MA (Hindi): University of Delhi, India (1998-2000)

 M.Phil/PhD: University of Mauritius (ongoing)

 Diploma in Mass Communication (2000)

Also awarded the Fulbright Grant in the year 2005 for one academic year study at the Maxwell School of the Syracuse University, New York. Areas of research were Multiculturalism, Pluralism, Multilingualism, Nationalism and Transnationalism, Religious Nationalism, Culture Change, Social Transformation, Folk and Culture etc. Profile:

I have had the opportunity of teaching at various and participating actively in activities of the Section and the Institute at large. I am presently coordinator of the .A. Honours (Part-time) programme at the Hindi Section. I have also offered my services in various fields such as setting up of programme of st translation, text-book writing, creative writing, staging of plays as well as acting.

Moreover I have also had the opportunity to work in close collaboration with other institutions such as the MCA. My interest in the Technology asp teaching Asian languages, Hindi in particular has also been enriched during my service as I have form part of several comities planning in this direction and I have also had the opportunity of creating awareness among students around the country as to the use of ICT in the learning of Mauritius Broadcasting Corporation on a freelance basis for the past 7 years has also provided me considerable know-how in the field of media and journalism which helps me perform better in the teaching of modules such as Media and Translation.

esearch/ Fields of Specialisation

Literature (Poetry in particular), Media Studies, Cultural Studies, Translation Studies and Education Technology are my preferred fields of study.

I am presently registered with the Faculty of Social Studies and Humanities at the University of Mauritius and carrying for M.Phil/PhD. The title of the work is'Cultural Consciousness in Mauritian Hindi Poetry' and it has as objective an assessment of the portrayal of ‘Culture

Change’ by writers of this specific genre in Mauritian Hindi literature.

Publications:

oems, articles, satire and short stories in , Opinion Express, Hans, Vasant and Pravasi Sansaar as well as several web-magazines such as and Hindi Yugm. Some of my literary works have also won recognition abroad and have been awarded by institutions like the Delhi Hindi Academy. My poem also won the first prize in the Unikavi Competition by the Hindi Yugm web-magazine.

Contact : Room 1.10B, Indian Studies Complex : 4032000 ext 2055

Email: [email protected] , [email protected]

Dr. Sunyukta Bhowon Ramsarah

Qualifications : BA (Hons), MA, PhD Post held : Senior Lecturer

Profile: Dr. S.k.Bhowon Ramsarah has been serving at the MGI, Hindi section since 1996 and taught at MA, BA, Diploma, B.Ed, Teachers Training, Teachers, PGCE levels. She has supervised dissertations and research work leading to undergraduate, post-graduate and PhD studies. She was responsible to mount the MA programme with the help of a visiting professor. She is also involved in courses such as positive thinking, stress free living, self management leadership, self anger management, parenting and meditation.

Area of Specialisation:

Hindi Literature and language, presentation of Papers at national and international conferences, media, creative writing, drama and stagecraft, music.

Research :Awarded Ph.D in 1995

Publications :

Book entitled Inner conflict and poet Nirala’s poetic creativity in 1996. Research paper entitled Research Management at post graduate level, published by the yearly journal of the University of Brighton, UK. And poems and other articles. Jay Narain Roy: Life and works is an ongoing project.

CONTACT:

E-mail Address : [email protected] Telephone : 403-2000 (0) 549-1848 (H)

Dr. Rajrani Gobin

Qualifications : B.A Hons Hindi, University of Delh

M.A Hindi, University of Delhi

Ph.D, University of Mauritius

Post Held : Senior Lecturer, Head, Hindi Studies Section

PROFILE

I joined the Department of Bhojpuri Folklore and Oral traditions of the Mahatma Gandhi Institute in 1986 and during the five years spent there, I assisted in research projects.

In 1993, I shifted to the teaching line at tertiary level serving as Lecturer and then consequently as Senior Lecturer in the Department of Languages. I have been involved mainly in the teaching of poetry, drama, history of Hindi Literature since November 2006; I have been assuming the responsibility of Head of the Hindi Studies Section. At present I am representing the Mahatma Gandhi Institute on the Council of the Hindi Speaking Union.

AREAS OF INTEREST SPECIALISATION

I am basically interested in poetry and deep interest and appreciation of Poetry has paved the way for composing my own poems which have been published in Mauritian and and Indian Magazines.

Another field of interest to me is translation from Hindi to other languages or vice-versa because I feel through translation the rich cultural tradition and literary tradition pertaining to a particular linguistic group can be imparted to another linguistic group both at local level and at global level. Recently in collaboration with a staff from the Department of French from the University of Mauritius, I have translated a play of Abhimanyu unnuth (Rok-do kanha) which is under publication at the press of the Mahatma Gandhi Institute.

Teaching of Hindi through English or Hindi to adult beginners or to those belonging to non-Hindi Community is of deep concern to me as this is a means of propagating Hindi as a Modern Indian Language. Moreover a lot of sharing also takes place during teaching at this level.

RESEARCH

Deep interest in poetry has urged me to probe into post-independence Indian Hindi Poetry and study the theme of nostalgia depicted therein. My Ph.D research entitled “The Theme of Nostalgia in post-independence Hindi Poetry” is an endeavour to probe into, study and analyse the Indian poets’ psyche specifically and consequently the common Indian’s and Universal man’s psyche in general. This research has also provided the opportunity of investigating how nostalgia inspires and influences the poet to create. It also unveils the Indian thought and Culture, Indian Values and the Indian Identity. This research has been published in book form in 2001.

PUBLICATIONS

Book : Swantantrayotar Hindi Kavita mein nostalgia bhavna

Poems : Published in Mauritian Magazine Vasant. Indian magazines Mangal

Darshan, Pravasi Sansaar, Sakshaatkar

Manual: Apprenons Hindi

CONTACT

Department of Languages, Indian Studies Complex, MGI.

Tel: 4032000 (Ext 2169)

Email address: [email protected]

School of Indian Studies (SIS)

Dr K. Sornum O.S.K, Senior Lecturer & Head, School of Indian Studies

Tel.: (230) 403 2000, (230) 403 2009

Languages

MSU offers a number of foreign languages that are useful for students involved in Muslim Studies. These offerings typically include the following languages:

 Arabic  Hindi

 Indonesian  Kazakh  Kyrgyz  Persian/Farsi  Swahili  Tajik  Turkish  Urdu  Uzbek Please note, however, that not all of these languages are taught on a regular basis and that additional languages associated with Muslim societies have been taught on an on-demand basis.

Additional languages with particular relevance to the study of Muslim societies due to past and present political and socio-cultural relations with Muslim peoples are also offered at MSU. These include, among other languages, the following: Chinese, French, German, Hebrew, Italian, and Russian.

Please visit the MSU Department of Linguistics and Germanic, Slavic, Asian, and African Languages for additional information.

International Center 427 N. Shaw Lane, Room 304 East Lansing, MI 48824 Ph: 517.355.3277 Fax: 517.432.8249 E-mail: [email protected]

HINDI FACULTY

A. Sean Pue EDUCATION: Ph.D., Middle East and Asian Languages and Cultures & Comparative Literature, Columbia University, 2007

RESEARCH INTERESTS: Modernism in South Asian languages, politics of literary tradition, Indo-Persian, and digital humanities. TEACHING INTERESTS: Hindi-Urdu language; literature and culture in South Asia; global studies in the arts and

humanities; postcolonial theory. CAMPUS ADDRESS: B-360 Wells Hall EMAIL: PHONE: RESEARCH LEAVE AFFILIATIONS: American Institute of Pakistan Studies, Board of Trustees Asian Studies Center, Core Faculty Member Gender in Global Context, Affiliated Faculty Member Global Studies in Arts and Humanities, Core Faculty Member Muslim Studies, Core Faculty Member

[email protected]

Biography Dr. Pue is Assistant Professor of Hindi Language and South Asian Literature and Culture in MSU’s Department of Linguistics and Languages. His teaching interests involve: the Hindi-Urdu language; literature and culture in South Asia; global studies in the arts and humanities; postcolonial theory; and, digital humanities. He earned his Ph.D. in Middle East and Asian Languages and Cultures and Comparative Literature at Columbia University.

Research His research interests include modernism in South Asian languages, politics of literary tradition, Indo- Persian, and digital humanities.

 Pue, A.S. 2012. Ephemeral Asia: position without identity in the modernist Urdu poetry of N. M. Rashed. Comparative Literature 64(1).  Pue, A.S. 2011. In the mirror of Ghalib: postcolonial reflections on Indo-Muslim selfhood. The Indian Economic and Social History Review 48(4).  Pue, A.S. 2009. Time is God: temporality in Pakistani modernism. Journal of Commonwealth and Postcolonial Studies. Website http://www.msu.edu/~pue

Department of Linguistics & Germanic, Slavic, Asian and African Languages.

DEPARTMENT OFFERINGS

Programs Languages

Linguistics Arabic Hebrew Persian Thai

TESOL Chinese Hindi Russian Wolof

German Japanese Swahili Vietnamese Additional

Languages

Hausa Korean Tamil Zulu

STUDY ABROAD  ARABIC

 CHINESE

 GERMAN

 HEBREW

 HINDI

 JAPANESE

 RUSSIAN

 THAI

HINDI STUDY ABROAD PROGRAM MSU offers two study abroad programs that are based in India. One program, "International Lodging Development and Management in India," runs for one month in the summer and is based in Rajasthan, a state where Hindi is widely understood, but where Rajasthani is the spoken vernacular. The other study abroad program, "Multidisciplinary Studies in New Delhi," runs for twelve weeks in the spring semester and is based in the capital of India, in the Hindi heartland. Neither program specifically offers Hindi instruction, but both offer ample opportunities for students to hear and practice speaking Hindi. There are, of course, study abroad programs offered through other universities and

organizations which involve Hindi instruction. These include the following:

 American Institute of Indian Studies (AIIS): Advanced Language Programs (academic year or summer in Jaipur), and Second Year (Intermediate) Hindi Program (summer in Jaipur)

 Wisconsin Program College Year in India (summer in Madison, academic year in Varanasi)

 NC State Program in India (summer in Delhi)

 Brown Program (fall or academic year in Delhi)

 Penn-in-India Program (summer in Pune)

 Antioch Program Buddhist Studies in India (fall in Bodh Gaya) Hindi (section 002)

Hindi, also called Hindi-Urdu or Hindustani with reference to the spoken vernacular, is one of the official languages of India and one of the most widely spoken languages of the world. Hindi is mutually intelligible with its 'sister' language Urdu, however Hindi and Urdu are typically written in different scripts. Truly a 'world language', it is understood by about 500 million people, most of them within the Southasian subcontinent! The so-called Hindi belt is a swath of northern and central Hindi where Hindi is the mother tongue of most. While there is great regional variation in the way Hindi is spoken, the form of Hindi taught at MSU is the Delhi standard or 'Khari Boli' Hindi. The Hindi courses are listed as LL and the sequence is 151, 152, 251, 252, 301, 302, 401, 402. Please follow the links on the left and below for more information.

 Placement Testing for Language Classes

 Global and Area Studies (GLAS) with an Asian Studies Concentration

 Specialization in Asian Studies (undergraduate program)

Hindi Summer Camp for Kids (August 2014)

August 4 - 8, 2014

This camp is intended for children, ages 6 - 12.

This one-week camp (M-F, 8:30-4 or morning only 8:30-12) introduces children to the Hindi language and culture. The program is open to children ages 6-12 and no knowledge of Hindi is necessary. Children of higher proficiency levels can be accommodated. Please register online athttp://cls.celta.msu.edu. Early registration discount (full payment due by May 19, 2014): $270 for all-day camps (sack lunch provided by

parents) or $130 for half-days. Post May 19 registration rates: $290 for all-day camps (sack lunch provided by parents) or $140 for half-days. Multiple-child/program discounts are available for all programs (15%).

Program details and registration http://cls.celta.msu.edu/camp.php

For more information:

Phone: 1-517-355-7587

E-mail: [email protected]

University Outreach and Engagement • Michigan State University

Kellogg Center • 219 S. Harrison Road, Room 93 • East Lansing, MI 48824

Phone: (517) 353-8977 • Fax: (517) 432-9541 • E-mail: [email protected]

Michigan University Board of Trustees

Hindi for Kids Academic Program (January - April 2015) Fridays, January 30 - April 24, 2015. 5:30 - 7:00pm in Wells Hall.

This program is open to kids ages 6-12.

All classes start the week of January 26, 2015 and run through the week of April 20, 2015. Classes meet for

10 weeks in Wells Hall on campus. There will be no class meetings during MSU's Spring Break (March 9-13) and area schools' Spring Breaks (March 30 - April 10). Concurrent sections to accommodate different levels are offered for most languages. Classes will be canceled if fewer than 5 students enroll.

Online enrollment opens November 11, 2014.

This is a fee-based program. There is an early registration discount by December 22, 2014. There are also multiple child/class discounts.

Hindi for Kids is an academic program that introduces children to the Hindi language and culture by providing a fun learning environment that focuses on games, songs, and other playful interactions. It also provides practice for speaking, listening, reading, and writing. The interactive and engaging learning environment and the small size of the groups ensure active learning and individualized attention. Children are grouped by age and proficiency; concurrent sections are offered.

Program details and registration

http://cls.celta.msu.edu http://cls.celta.msu.edu/index.php/children-and-youth/languages-for-kids/

For more information:

Phone: 1-517-355-7587 , E-mail: [email protected]

University Outreach and Engagement • Michigan State University

Kellogg Center • 219 S. Harrison Road, Room 93 • East Lansing, MI 48824

Phone: (517) 353-8977 • Fax: (517) 432-9541 • Email: [email protected]

Hindi Camp for Kids (Public Programs) 9:00 This one-week camp (M-F, August 1-5, 9-4 OR morning-only 9-12) introduces children to the Hindi am language and culture. The program is open to children ages 7-12 and no knowledge of Hindi is to necessary. Children of higher proficiency levels can be accommodated. Please register by July 15 at 4:00 http://cls.celta.msu.edu/enroll.php. Program costs are $240 for the all-day option (lunch provided by pm parents) and $105 for morning-only. Multiple child/program discounts are available (25%).

Location: 160 Old Horticulture

Price: $240 for all-day, $105 for morning-only

Sponsor: Center for Language Teaching Advancement

Contact: Alicia Rice [email protected] 517-432-6770

11 Brown University

The Center for Language Studies

Since 1987, the Center for Language Studies has facilitated contacts and cooperation among faculty with teaching and research interests in second

languages. Our mission is to strengthen language study at Brown University through promoting research, developing teaching techniques, courses, programs, and learning resources, and creating new curricular configurations. CLS supports the application of technologies in language learning, promotes the professional development of language faculty and graduate students. Members include teaching faculty from every language department on campus. CLS is the academic home for American Sign Language, Arabic, English for International Teaching Assistants, Haitian Creole, Hindi/Urdu, Persian and Turkish. In addition, the Center may sometimes offer non-credit language courses.

For information on other languages taught at Brown, please contact the relevant department. Brown offers the following languages: Akkadian (Egyptology), American Sign Language, Arabic, Chinese, Czech, Egyptian (Middle), French, German, Greek (Ancient), Greek (Modern), Haitian Creole, Hebrew (Modern), Hebrew (Biblical), Hindi/Urdu, Italian, Japanese, Korean, Latin, Persian, Polish, Portuguese, Russian, Sanskrit, Spanish and Turkish.

Please note: We do not offer translation services.

Courses for Spring 2015

HNDI

 Beginning Hindi or Urdu Introduces conversation, reading, and writing of modern standard Hindi and the Devanagari script. Those who already know Devanagari but have rusty conversation skills may join the class second semester; obtain instructor's permission during the first semester. Those who prefer to learn Urdu and the Persian script should contact the instructor. Prerequisite: HNDI 0100.

HNDI 0200 S01 Primary Instructor: Koul

 Intermediate Hindi-Urdu A continuation of HNDI 0100-0200. Introduces the variation of the Persian script used for Urdu. Prepares students to communicate in written and spoken language. Activities are

conducted in Hindi/Urdu. Meets four hours weekly. Prerequisite: HNDI 0300.

HNDI 0400 S01 Primary Instructor: Koul

 Advanced Hindi-Urdu Each student follows an independent reading list determined in consultation with the instructor. The readings may include folk tales, journalistic prose, 20th-century literature, classical Urdu poetry of the 17th to 19th centuries, or subjects in nonfiction. The class meets together three hours weekly for discussion. Each student also spends one hour weekly with the instructor. Prerequisite: HNDI 0400.

HNDI 1080 S01 Primary Instructor: Koul Researchers @ Brown Manage your profile

[email protected]

Ashok K. Koul Senior Lecturer in Language Studies Born and educated in Kashmir, India, I received a Bachelor's degree in English and Education from the University of Kashmir and the M.A. and Ph.D. in Linguistics from Kurukshetra University. I taught Hindi/Urdu in the Department of Linguistics at Syracuse University, where I earned a Master's degree in Linguistic Analysis in 1988. Since September of that year, I have been teaching Hindi and Urdu at Brown University. My research interests are in the field of South Asian languages and lingumore...

Brown Affiliations Language Studies

research overview

My research interests lie in the field of South Asian languages and linguistics. I have published papers on Kashmiri Syntax. My other interests include language teaching and learning. I also have co-authored a textbook, Colloquial Urdu, published by Routledge. My forthcoming books are Lexical Borrowings in Kashmiri, Hindi-Urdu for Beginners or Travelers, and The Colloquial English-Hindi/Urdu Wordbook. research statement

Over the last few years I have been involved in producing and revising instructional materials for Hindi, Urdu, and Kashmiri. I have been working on materials for developing reading comprehension in Hindi. The materials prepared are currently being used in beginning Hindi and intermediate classes. Another project I have been working on for the last few years is the Songbook. The Songbook is a collection of popular Hindi Film lyrics and Urdu Gazals by some famous poets like Galib, Sahir, Zmore... funded research

N/A

Background education and training

PhD. Kurukshetra University 1989

MA. Syracuse University 1988

MA. Kurukshetra University 1983

BA. University of Kashmir 1981 awards and honors

Honorary Master of Arts degree, Brown University, 2006

Honored by the Kashmiri institute and by KOA (Kashmiri oversees Association) for producing teaching materials for L2 speakers, and for preserving Kashmiri language and culture, 2003

Elected Trustee of Indian Institute of Language Studies, Delhi.

Affiliation

Elected trustee of Indian Institute of Language Studies, New Delhi

Teaching courses

HNDI 0100 - Beginning Hindi or Urdu. Fall 2011, Fall 2012, Fall 2013.

HNDI 0200 - Beginning Hindi or Urdu. Spring 2012, Spring 2013, Spring 2014.

HNDI 0300 - Intermediate Hindi-Urdu. Fall 2011, Fall 2012, Fall 2013.

HNDI 0400 - Intermediate Hindi-Urdu. Spring 2012, Spring 2013, Spring 2014.

HNDI 1080 - Advanced Hindi-Urdu. Fall 2011, Spring 2012, Fall 2012, Spring 2013, Fall 2013, Spring 2014.

Boston University is accredited by the New England Association of Schools and Colleges (NEASC).

http:www.bu.edu/academics/cas/departments/modern-languages-comparative-literature/ Hindi-Urdu

beginning–advanced courses

Hindi-Urdu courses (CAS LN) are for students who seek to become proficient in the Hindi-Urdu language and acquire a good grasp of South Asian culture. Our curriculum emphasizes proficiency in all four skills: listening, reading, speaking, and writing. In our teaching, we make extensive use of authentic materials ranging from short stories and poetry to Bollywood films. The first four semesters provide students with a solid foundation in grammar and culture. The Urdu script is introduced in the third semester. Fifth-semester Hindi and Urdu are advanced-level courses that focus on each language separately.

Courses we offer in English translation on South Asian literature and film are open to any interested undergraduates and may be taken toward fulfillment of requirements for the major in Asian Studies. Study Abroad is encouraged for the development of language proficiency and cultural competence. For information of recommended programs in South Asia, contact Boston University Study Abroad’s External Programs office. Four semesters of Hindi-Urdu language courses are offered (CAS LN 111-212). Successful completion of LN 212 fulfills the College of Arts & Sciences foreign language requirement.

Hindi-Urdu: Language, Literature, Culture (including courses in English)

CAS LN 111: First-Semester Hindi-Urdu Undergraduate Prerequisites: placement examination, or for those who have never studied Hindi. Elementary grammar, conversation, reading, writing.

CAS LN 112: Second-Semester Hindi-Urdu Undergraduate Prerequisites: CAS LN 111; or placement test results. Continues the text from CAS LN 111; grammar, conversation, reading, writing.

CAS LN 211: Third-Semester Hindi-Urdu Undergraduate Prerequisites: CAS LN 112; or placement test results. Development of communicative skills acquired in the first year. Readings in Indian civilization. Practice in conversational Hindi-Urdu. Writings exercises involving more complex grammatical patterns.

CAS LN 212: Fourth-Semester Hindi-Urdu Undergraduate Prerequisites: CAS LN 211; or placement test results.

Further review of the structures of Hindi-Urdu. Practice in conversation involving specialized topics. Advanced readings in Hindi. Frequent compositions. Satisfactory completion of LN 212 fulfills the CAS language requirement.

CAS LN 225: Tradition and Modernity in Indian Film and Literature (in English translation) A survey of modern Indian films and literature pertaining to the way traditional values are negotiated in a modern world. The subjects of the novels and films studied range from love, family, and duty to death and moksha.

CAS LN 260: Gateway to Asian Cultures Panoramic introduction to the cultures of East and South Asia in comparative perspective (China, Japan, Korea, Vietnam, India). Examines shared foundations, transformative inflection points, sites, peoples, and ideologies over the past two millennia through primary texts and media. Also offered as CAS LC 260, CAS LJ 260, CAS LK 260, and CAS XL 260.

CAS LN 303: Modern Hindi Literature and Culture Undergraduate Prerequisites: CAS LN 212; or equivalent. Advanced Hindi, concentrating on all four communicative skills, diverse registers, and idioms. Exposure to literature, media and other cultural materials.

CAS LN 304: Urdu Language and Literature Undergraduate Prerequisites: CAS LN 212; or equivalent. Introduction to Urdu language and literary culture, concentrating on all four communicative skills, diverse registers, and idioms. Exposure to literature, media, and other cultural materials.

CAS LN 491: Ds Hindi-Urdu

CAS LN 492: Ds Hindi-Urdu http:www.bu.edu/academics/cas/departments/modern-languages-comparative-literature/

COLUMBI A UNIVERSITY IN THE CITY OF NEW YORK

Language Coordinator: Rakesh Ranjan

Hindi-Urdu is one of the largest spoken languages in the world and it is used as a lingua franca in the multilingual regions of South Asia. The Hindi-Urdu Program at MESAAS is one of the largest and leading programs in the country. The program offers courses at four levels. In addition, it has developed accelerated courses for students of South Asian background who already possess limited speaking and listening skills in Hindi and Urdu. The program has also introduced intensive summer Hindi-Urdu courses.

The program is designed for students to achieve proficiency in speaking, listening, reading, and writing in Hindi and Urdu for personal, academic and professional needs. The curriculum integrates Standards for Foreign Language Learning and proficiency guidelines by ACTFL.

Students wishing to study at a level above the introductory level must take a placement test before registration. Those seeking to waive a language requirement must take a proficiency test. The placement test is normally given during the week before classes begin.

Objectives of the Program

Elementary Level: MDES W1610 (Fall) and W1611 (spring)

This is the first year (fall and spring semesters) course. Students begin with an introduction to the Devanagari script in the fall semester and the Nastalique script introduced in the spring semester. It stresses vocabulary enrichment by exposing students to a variety of cultural topics and focus on developing knowledge in Hindi and Urdu.

Students learn to:

• Provide basic information in Hindi-Urdu about themselves, family, interests, likes, dislikes, daily activities.

• Understand and participate in a simple conversation on everyday topics (weather, meeting people, school, shopping, etc.)

• Read edited texts on familiar topics, understand the main ideas and pick out important information from authentic texts (for example, menus, signs, timetables, etc.).

• Fill in forms requesting information, write letters, notes, postcards or messages providing simple information.

• Use and understand a range of essential vocabulary related to everyday life.

• Pronounce Hindi-Urdu well enough and produce it with sufficient grammatical accuracy to be comprehensible to a Hindi-Urdu speaker accustomed to conversing with non-native speakers. This prepares students for the Intermediate Hindi-Urdu Course.

To achieve these goals, students are introduced to a variety of materials, including literature, newspapers, folk tales, jokes, magazine articles, films, songs, commercials, and other kinds of audio-visual materials. These texts are related with language functions in daily personal and social life situations.

Intermediate Level: MDES W1612 (Fall) and W1613 (Spring)

This is the second year (fall and spring semesters) course. Students practice reading and writing in both Devanagari and Nastalique and learn to improve their proficiency in Hindi and Urdu to:

• Successfully handle most uncomplicated communicative tasks and social situations.

• Initiate, sustain and close a general conversation.

• Write letters and short compositions and read consistently with full understanding simple connected texts dealing with personal and social needs.

• Get the main ideas and information from texts featuring description and narration.

Advanced Level: MDES I W4624 (Fall) and MDES II W4625 (Spring)

This is the third year (fall and spring semesters) course. Students continue to practice reading and writing in both Devanagari and Nastalique. They continue building upon the existing skills in Hindi and Urdu.

The objective of the course is to read and comprehend authentic materials like literature and newspapers/magazines articles and discuss them in the class. Students will watch movies. TV shows, interviews and debates to gather the main issues/thoughts to discuss in the class. Students should be able to recognize and use formal and informal registers of Hindi and Urdu in appropriate situations. There will be written assignments for all the topics discussed in the class.

Readings in Hindi-Urdu Literature (various course numbers)

The third-year level, for those who have completed Intermediate Hindi-Urdu or Hindi for Heritage Speakers. Reading and discussion of selected literary, social science, historical, and/or journalistic texts. Since the content changes each term, the course may be repeated for credit.

Hindi for Heritage Speakers: MDES 1608 (Fall) and 1609 (Spring)

This is a fast-paced course in which two years worth of Hindi is being compressed into a one year course. This course is for those students of South Asian background who already possess limited speaking and listening skills in Hindi or Urdu. Those non-heritage students who have some exposure of Hindi or Urdu and South Asian cultures may also take this course.

It begins with an introduction to the Devanagari Script which enables students to acquire basic reading and writing skills. They build on their listening and speaking skills. To achieve these goals, students are introduced to a variety of materials, including literature, newspapers, folk tales, jokes, magazine articles, films, songs, commercials, and other kinds of audio-visual materials. These texts are related with language functions in daily personal and social life situations.

It focuses on vocabulary enrichment by exposing students to a variety of cultural topics and focus on developing knowledge of the basic grammar of Hindi. By the end of the semester, students will develop productive skills in reading, writing and speaking and will be able to:

• speak about themselves and their environment, and initiate conversations on topics of general interest.

• understand most of the basic sentence structures of Hindi in formal and informal registers.

• write correspondence related to daily life, letters, short essays and compositions a variety of topics.

• learn some basic vocabulary related to aspects of Indian life, such as family life, social traditions and education.

• initiate and sustain conversations on a range of topics related to different aspects of Indian culture, social

and family life.

There will be an interview/placemat test on the first day of classes in order to establish the proficiency level. Please come directly to class. If accepted, you will be registered internally by the department.

Urdu for Heritage Speakers: MDES 1614 (Fall) and 1615 (Spring)

This is a fast-paced course in which two years worth of Urdu is being compressed into a one year course. This course is for those students of South Asian background who already possess limited speaking and listening skills in Urdu or Hindi. Those non-heritage students who have some exposure of Urdu or Hindi and South Asian cultures may also take this course.

It begins with an introduction to the Urdu Script which enables students to acquire basic reading and writing skills. They build on their listening and speaking skills. To achieve these goals, students are introduced to a variety of materials, including literature, newspapers, folk tales, jokes, magazine articles, films, songs, commercials, and other kinds of audio-visual materials. These texts are related with language functions in daily personal and social life situations.

It focuses on vocabulary enrichment by exposing students to a variety of cultural topics and focus on developing knowledge of the basic grammar of Urdu. By the end of first semester, students will develop productive skills in reading, writing and speaking and will be able to:

• speak about themselves and their environment, and initiate conversations on topics of general interest.

• understand most of the basic sentence structures of Urdu in formal and informal registers.

• write correspondence related to daily life, letters, short essays and compositions a variety of topics.

• learn some basic vocabulary related to aspects of South Asian life, such as family life, social traditions and education.

• initiate and sustain conversations on a range of topics related to different aspects of South Asian culture, social and family life.

Readings in Hindi-Urdu Literature (various course numbers)

This is a third/fourth year course which focuses to strengthen students’ literary skills at the higher level. Writing in the target language is emphasized throughout the semester to enable students to use their diverse vocabulary and grammatical structures. Materials for reading and discussion are selected from literature, magazines, historical documents and/ or journalistic texts. Students who have completed Hindi or Urdu for Heritage Speakers or Advanced Hindi-Urdu may take this course.

Since the content changes each term, the course may be repeated for credit.

Summer Hindi-Urdu Program

Columbia’s is the only Hindi-Urdu summer program in the country to offer training in both Hindi and Urdu scripts. Students can expect to have reading and writing facility in both languages by the end of the elementary course. Intermediate Hindi-Urdu builds upon the skills of elementary Hindi-Urdu and broadens students’ awareness of South Asian culture and society.

Elementary Hindi-Urdu I (MDES S1610D) and II (MDES S1611Q)

This introductory course is designed to develop reading, speaking, listening, writing and cultural skills in

Hindi-Urdu. Students learn the Devanagari script, sound system, basic greetings and social phrases. They learn basic grammatical patterns in Hindi-Urdu and develop vocabulary related to aspects of Indian lifestyle, social traditions and education, etc. At the end of the session, students will be able to read, write and understand texts on familiar topics and speak about themselves and their environment. They continue to develop Students develop skills in speaking, listening, reading and writing in the second part of the summer course. This session introduces the Urdu script which further enriches students’ vocabulary and reinforces grammar learning. They learn more patterns of Hindi-Urdu grammar and keep on expanding their vocabulary. Upon successful completion of this course, they are be able to initiate and sustain conversations on a range of topics related to different aspects of Indian culture, social and family life; and carry out written correspondence related to daily life. This will prepare students for the Intermediate Hindi- Urdu Course.

Intermediate Hindi-Urdu I (MDES S1612D) and II (MDES S1613Q)

This course will build upon the skills of elementary Hindi-Urdu learners in the areas of speaking, listening, reading, writing, vocabulary and grammar skills. It will also seek to broaden students’ knowledge base of the South Asian society and culture. To achieve these goals students will be introduced to a variety of materials (in Hindi and Urdu scripts) including literature, newspapers, folk tales, magazine articles, films, songs, commercials, and other kinds of audio-visual materials. These materials will be related with language functions in daily personal and social situations. Upon completion of the course, students should be well-equipped to initiate and sustain general conversations and should be able to write short compositions. The second part continues to emphasize the goals outlined above for the first session of the intermediate course while adding additional complexity to course materials in anticipation of the advanced proficiency level in Hindi-Urdu.

Frequently Asked Questions

Why is the two-year course sequence called "Hindi-Urdu"?

Hindi and "Urdu" share a common grammar, so from a linguistic point of view they are one language. Our program teaches the Hindi (Devanagari) script at the beginning of the elementary class, and the Urdu script in the spring semester of the elementary class, so everybody ends up having two "languages" for almost the price of one. In terms of vocabulary, we try to emphasize common core vocabulary rather than extremely Sanskritized or Persianized words.

What if I am fluent in spoken Hindi or Urdu, but cannot read or write?

You probably belong in the Hindi or Urdu for Heritage Speakers’ class.

What if I am somewhat competent, and somewhat literate, in Hindi or Urdu?

Then you probably belong in either "Readings in Hindi Literature" or "Readings in Urdu Literature." Both are taught every semester, and are repeatable since the content changes every semester. To be eligible for these courses, you must either successfully complete the intermediate class, or obtain the consent of the instructor.

Web Resources for Students of Hindi-Urdu

Of General Relevance www.webduniya.com www.boloji.com

For Elementary Students

www.aa.tufs.ac.jp/~kmach/hnd_la-e.htm www.bharatdarshan.co.nz/hinditeacher/hinditeacher.htm www.ukindia.com/zhin001.htm philae.sas.upenn.edu/Hindi/hindi.html ccat.sas.upenn.edu/plc/hindi/ ccat.sas.upenn.edu/plc/hindi/video/volume1.html www.cs.colostate.edu/~malaiya/hindisongs.html faculty.maxwell.syr.edu/jishnu/ carla.acad.umn.edu/lctl/db/search-wlw.html www.angelfire.com/indie/himhindi/introch0.html

For Intermediate Students http://carla.umn.edu/lctl/mfla.html

Language Coordinator:

Rakesh Ranjan

Coordinator, Hindi Urdu Language Program

Senior Lecturer, Hindi Language

411, Knox Hall

(212) 0851-4107

Office Hours: Spring 2015 Mon,Wed 11:00-12:00 p.m.

[email protected]

Rakesh Ranjan is a Senior Lecturer and Coordinator of the Hindi Urdu Program. He received a Ph.D. in Linguistics (Some Morphological and Syntactic Features of Mauritian Bhojpuri) from University of Delhi (1997). He has been teaching Hindi language, literature and linguistics to American graduate and undergraduate students for the last fifteen years. He began his teaching career as the Head (Program Director) of the Hindi Language Program of the American Institute of Indian Studies (AIIS) in Varanasi, India in 1993. He joined the Hindi Program at Emory in 1999. He has designed and supervised many Hindi programs. He has been active in academic projects of the South Asian Language Resource Center (SALRC) and the South Asian Language Teachers Association (SALTA). His research interests are Hindi pedagogy, issues of heritage learners and South Asian diaspora.

: Spring 2015: Wed sign up outside of office

Email: Allison Busch Associate Professor

Office Hours: Spring 2015 Wed sign up outside of office

[email protected]

Allison Busch's research centers on early modern Hindi literature and intellectual history, with a special interest in courtly India. She did her Ph.D. (granted with distinction in 2003) at the University of Chicago in the department of South Asian Languages and Civilizations. She has published several articles on the literary and intellectual life of seventeenth-century sub-imperial courts. Poetry of Kings, her new book on Mughal- period Hindi literary culture, is now available from Oxford University Press. An edited volume (with Dr. Thomas de Bruijn of Leiden University) in progress focuses on the circulation of culture in late pre-colonial India. Her current research is on local histories from the Mughal-period that were recorded in Hindi's classical dialect, Brajbhasha.

Professor Busch teaches the MESAAS core course Asian Humanities, as well as a range of topics in Indian literature and cultural history, including seminars on Mughal India and India's court cultures. At least once per year she offers an in-depth Hindi literature class known as "Readings in Hindi," which is open to any undergraduate or graduate student with a minimum of two years of exposure to the language (or permission of the instructor). The themes vary each time. A sampling of readings (interested students can click on the links and even download many of the materials) is available here.

Recent Book Poetry of Kings

Select Articles

(2011) Hindi Literary Beginnings. In South Asian Texts in History, edited by Whitney Cox, Yigal Bronner, and Lawrence McCrea. Ann Arbor: Association for Asian Studies. Read this article here

(2010) "Hidden in Plain View: Brajbhasha Poets at the Mughal Court."Modern Asian Studies 44 (2), pp. 267-309. Read this article here.

(2010) "Riti and Register: Lexical Variation in Courtly Braj Bhasha Texts." In Hindi- Urdu Before the Divide, ed. Francesca Orsini, Delhi: Orient Blackswan, pp. 84- 120. Read this article here.

(2009) "Braj beyond Braj: Classical Hindi in the Mughal World." IIC Occasional Publications (12), pp. 1- 33.Read this article here

(2006) "Questioning the Tropes about 'Bhakti' and 'Riti'" in Hindi Literary Historiography. In Bhakti in Current Research, ed. Monika Horstmann. Delhi: Manohar, pp. 33-47.Read this article here.

(2005) "Literary Responses to the Mughal Imperium: the Historical Poems of Kesavdas." South Asia Research 25(1), pp. 31-54. Read this article here.

(2004) "The Anxiety of Innovation: The Practice of Literary Science in the Hindi Riti Tradition." Comparative Studies of South Asia, Africa and the Middle East 24 (2), pp. 45-59 Read this article here.

Recent Translations

Allison Busch's translations of Urdu fiction and Hindi criticism are available in a new anthology edited by Shobna Nijhawan of York University, Canada. The volume, published in 2010 by Permanent Black, India, is entitled Nationalism in the Vernacular: Hindi, Urdu, and the Literature of Indian Freedom, ed. Shobna Nijhawan. Some details are available .

SUSHAM BEDI, Hindi-Urdu Language Program Coordinator Columbia University—609 Kent Hall, 212-854-2893 [email protected]

RESEARCH INTERESTS:

My research work is on Indian theatre. My doctoral dissertation was on Experimentation and Innovation in Hindi drama. I have also been involved in pedagogical research and have developed authentic reading and listening comprehension materials in Hindi. Currently I am working on computer-related teaching materials. I am a novelist and short-story writer in Hindi. I have published seven novels, two short-story anthologies and a poetry collection. My novel Havan (1989) was translated into English and published by Heinemann under the title The Fire Sacrifice in 1993. Two of my novels, Havan and Vapasi, were translated and published into Urdu by Nigarshat, Lahore, Pakistan. The Fire Sacrifice was republished in 2006 and Portrait of Mira was published in 2006 as well.

EDUCATION:

B.A., Delhi University, 1964 , M.A., Delhi University, 1966 , Ph.D., Punjab University, 1979

NOVELS AND SHORT STORIES: Nava Bhum Ki Ras-katha (Epic of the New Land), Delhi: National Publishing House, 2002. Gatha Amerbel Ki (Song of the Amerbel), Delhi: National Publishing House, 1999. Itar (The Other), Delhi: National Publishing House, 1998. Chiriya Aur Cheel (The Small Bird and the Kite: Short Story Collection), Delhi: Parag, 1995. Katra Dar Katra (Drop of Drop), Chandigarh: Abhishek, 1994.

Lautna (Returning), Delhi: Parag, 1992. Havan (Fire Sacrifice), Delhi: Parag, 1989.

CULTURAL AND CRITICAL WRITINGS: "Quest for Identity: Grappling for the Literary Self in the Diaspora" Hindi: Language, Discourse and Writing. Volume 1 Issue 2. July-September 2000. Hindi Natya Prayog Ke Sandarbh Men (Innovation and Experimentation in Hindi Drama), Delhi: Parag, 1984.

PEDAGOGY ARTICLES: "Using Authentic Materials in the Language Classroom: A Case at Hand." Published in the anthology The Learning and Acquisition of South Asian Languages, Philadelphia: University of Pennsylvania Press, 1995.

"Culturally Authentic Situation Cards for the Teaching and Testing of South Asian Languages: Hindi." Published by Consortium for Language Teaching and Learning, New Haven, 1992.

"Sunna-Samajhna: Listening Comprehension in Hindi (2 volumes and 2 videotapes: Volume I: Novice and Intermediate, Volume II: Advanced)." Published by ACTFL, Yonkers, NY, 1992.

"Authentic Materials for Developing Reading Comprehension in Hindi (2 volumes: Volume I: Novice and Intermediate, Volume II: Advanced)." Published by ACTFL, Yonkers, NY, 1991.

LANGUAGES AND SPECIAL SKILLS:

English, French, Hindi (including Braj and Awadhi), Urdu, Punjabi, and Sanskrit. ACTFL Certified Language Proficiency Trainer and Tester. Self-Instructional Language Program Consultant and Examiner.

14 Duke University

Hindi Program

हद Hindi Language Program Hindi is the fourth most widely spoken language in the world, intelligible in North India and Pakistan and in the many South Asian diaspora communities around the world. Although many English-speakers from the West can get by in South Asia without knowledge of Hindi that knowledge provides direct access to the everyday lives of millions of people. For some South Asian people English may be a medium for commerce or bureaucratic function; it is not the language of their feelings. Hindi, on the other hand, is the language the rickshaw-wallah uses on the street, the mother uses for lullabies to her infant, and the Bombay film star uses to banter with her beloved. Hindi expresses eight hundred years of links to nature and culture in South Asia-through the poetry of Kabir, the devotional songs of Sur Das, the activist fiction of Premchand, the spiritual modernity of Nirala. Hindi is the language for those who want to dip their hands in the life which flows through North India. At the same time Hindi is entering a new phase of global significance. Digital media make Indian popular culture available in Africa and the Middle East, in Europe and North America. Multi-national corporations recognize the need for addressing the large South Asian market in its own language. And most importantly, the search for a human future shines the light again on Indian experiments in diversity and non-violence. A direct descendant of Sanskrit through Prakrit and Apabhramsha, Hindi has been influenced and enriched by Dravidian, Turkish, Farsi, Arabic, Portugese and English. Hindi is a very expressive and emotional language boasting a strong tradition of poetry, short stories, philosophical treatises, critical essays, novels and songs. It also ranks as one of the easiest and most logical languages to read, write, and pronounce.

DukeAsian & Middle Eastern Studies /  Course Description  Hindi Courses  Major & Minor  Global Education  Activities  Resources ** Old course numbers listed in parentheses HIN 101 (001) Elementary Hindi-I (Offered only in the Fall semester) This course meets four times per week. It provides a semester of training in spoken and written Hindi. The course’s primary objective is to develop basic speaking, listening, reading and writing proficiency in Hindi. As language is a cultural expression, Hindi 1 also includes information on South Asia and its peoples. This course is for you if…. 1. You are/were never exposed to Hindi.

2. Hindi is spoken in your family but you don’t understand very much. HIN 102 (002) Elementary Hindi-II (Offered only in the Spring) The course meets four times per week is devoted to learning Hindi grammar and vocabulary, as well as oral drills and writing exercises. Students will also participate in little bit of interactive speaking and listening drills to develop basic oral competency. This course is for you if…. 1. You understand and speak a little Hindi. 2. You can make out the slower conversational sequences in Bollywood films. HIN 203 (063) Intermediate Hindi I (Offered only in the Fall) Intermediate Hindi meets twice per week. The course’s primary objective is to develop speaking, listening, reading and writing proficiency in Hindi with a particular focus on practicing writing skills. The course incorporates information about South Asia and its people. This course is for you if….. 1. You can read and write Hindi. 2. You can speak but not fluently. 3. You wish to improve reading, writing, listening and speaking skills. HIN 204 (064) Intermediate Hindi II (Offered only in the Spring ) Intermediate Hindi meets twice per week. The course’s primary objective is to develop speaking, listening, reading and writing proficiency in Hindi with a particular focus on practicing writing skills and speaking. The course offers an introduction to South Asian literary and cultural life through stories, poems, news articles, plays, film segments and folk tales. This course is for you if…… 1. You understand spoken and written Hindi well and wish to practice expressive skills. 2. You have some interest in prevailing Hindi cultural forms.

HIN 305 (125) Advanced Hindi I

(Offered only in the Fall, meets three hours a week and an optional additional hour for speaking practice) Introduction to literature and culture texts.

HIN 306 (126) Advanced Hindi II (Offered only in the Spring, meets three hours a week and an optional additional hour for speaking practice) Introduction to literature and culture texts.

HIN 407S (183) Topics in Hindi I (Offered only in the Fall) Reading in literature and cinema texts from Modern India: Premchand, Nirala,, Renu, Rakesh, Bimal Roy, Guru Dutt, Mani Kaul and others.

HIN 408S (184) Topics in Hindi II (Offered only in the Spring) Reading in literature and cinema texts from Modern India: Premchand, Nirala,, Renu, Rakesh, Bimal Roy, Guru Dutt, Mani Kaul and others.

HIN 391 (191) Independent Study

DukeAsian & Middle Eastern Studies Major with Hindi Concentration A major in AMES with a concentration in Hindi requires ten courses, eight of which must be at the 200 level or above. These courses should be distributed as follows:  a minimum of three up to a maximum of six (3 to 6) Hindi language courses above the elementary level, two of which must be at the 300 level  a minimum of three up to a maximum of five (3 to 5) South Asian literature/culture courses at the 100 level or above, two of which must be taken from AMES  a minimum of one up to a maximum of two (1 to 2) literature/culture courses outside of Hindi concentration from AMES at the 100 level or above Suggested curriculum for students who should take intermediate level Hindi: Within the area of concentration Language

 Hindi 203 (63) Intermediate Hindi  Hindi 204 (64) Intermediate Hindi  Hindi 305 (125) Advanced Hindi  Hindi 306 (126) Advanced Hindi Literature and culture

 AMES 355 (137) Contemporary Culture in South Asia  AMES 311S (139) Poetic Cinema  AMES 251 (170) Indian Cinema  CULANTH 405 (193A) - Religion and Social Transformation in South Asia- (X-list RELIGION 225/199)  SES 215FS (180FCS) - The Politics of Language- Gareth Price (X-list LINGUIST 213FS/180FCS, POLSCI 185FS/178FCS) Minor in Hindi A minor in AMES with concentration in Hindi requires five courses from among the following: Hindi 203 (63) Intermediate Hindi Hindi 204 (64) Intermediate Hindi Hindi 305 (125) Advanced Hindi Hindi 306 (126) Advanced Hindi Hindi 407S (183) Topics in Hindi Hindi 408S (184) Topics in Hindi One AMES course in Hindi Literature/Culture

2204 Erwin Road, Box 90414, Durham, NC 27708, Tel: 919-668-2603 Fax: 919-681-7871

Check out these new course offerings for Spring '15!

Hindi Language Coordinator Premlata Vaishnava

Hindi Program Faculty  Satendra Khanna, Associate Professor of the Practice  Premlata Vaishnava, Lecturer

Department of Asian & Middle Eastern Studies 201 Franklin Center 2204 Erwin Road Box 90414 Durham, NC 27708 Tel: 919-668-2603 Fax: 919-681-7871

 Satendra Khanna  Associate Professor of the Practice

 Asian & Middle Eastern Studies  229 Franklin Center  Campus Box 90414  Phone: 919-660-4361  Fax: (919) 681-7871  Office Hours: W 1-2, Fr 4-5 Francesca's on 9th St  [email protected]  Specialties o Hindi  Research Summary India Cinema and Modern Hindi Literature

 Research Description He interprets the lives and works of contemporary Indian writers to an international audience through a series of documentary films and translations. His recent work includes a translation of Vinod Kumar Shukla's Naukar ki Kameez (The Servant's Shirt, Penguin India, 1999), an anthology of short fiction, His Daily Bread (Har Anand, 2000) and the series Literary Postcard on the Doordarshan national network in India.

 Education o . PhD, . . University of California, Los Angeles, . 1969 o

. BA, . . Harvard University, . 1964  Awards, Honors and Distinctions o . Triangle Consortium International Travel Award, . . 0 2003 o . Summer Award to introduce documentary component in traditional film and literature course, . Center for Documentary Studies, Duke University, . 0 2001 o . International Travel Award to complete work on documentary films on Contemporary Indian Writers, . Center for International Studies, Duke University, . 0 1998 o . Distinguished Teaching Award, . Trinity College of Arts & Sciences, Duke University, . 0 1993  Recent Publications o . Mohan Rakesh, translator Satti Khanna. . "Out to the Farthest Rock (Akhiri Chattan Tak)." . Fall, 2014. o . Suryakant Tripathi Nirala, translator, S. Khanna. . "Kulli Bhat." . Summer, 2014. o . Vinod Kumar Shukla, translator, S. Khanna. . "When It Comes to Flower." . New Delhi: . HarperCollins India, . Spring, 2014. o . trans. S. Khanna (Phanishwarnath Renu, Kalanka Mukti). . Freed from Disgrace. . Oxford University Press, Delhi, India, . 2007. Publication Description o . S. Khanna. . "College." . Indian Literature

. .

. Ed. Nirmal kanti Bhattacharjee. . L

. .2

. Sahitya Akademi, New Delhi, . (Summer, 2006)

. : . 105-121. Publication Description  View All Publications  Teaching o HINDI 306.01 . ADVANCED HINDI . Trent 038A . W 06:30 PM-09:00 PM o HINDI 408S.02 . ISSUES IN HINDI LANG/SOC II . Trent 039 . Tu 06:15 PM-08:45 PM

2204 Erwin Road, Box 90414, Durham, NC 27708, Tel: 919-668-2603 Fax: 919-681-7871

Premlata Vaishnava  Lecturer

 Asian & Middle Eastern Studies  202 Franklin Center  Campus Box 90414  Phone: 919-681-1591  Fax: (919) 681-7871  Office Hours: Tuesday and Thursday 11:30 to 12:30 by appointment  Homepage  [email protected]  Specialties o Hindi  Research Description Dr. Vaishnava’s interests include developing teaching materials for South Asian languages (such as Hindi), incorporating new technology and innovative ideas in classroom, publishing her own poetry, stories and journal articles on diaspora and gender among South Asian women immigrants. Dr. Vaishnava is actively involved with other South Asian language teachers across the country and abroad to establish a network to share and learn from each other. In this process, she plans to collect materials developed by different teachers of Hindi language and publish a book. Dr. Vaishnava also takes initiative to organize panels on foreign language teaching and learning. She had presented a number of papers on the above topics at conferences/workshops.

 Current Projects Working on a project to involve Hindi students with the community in Triangle area.

 Areas of Interest Hindi language pedagogy and technology based learning.

Creating new and authentic teaching materials for Elementary and Intermediate Hindi.

Developing innovative and interesting in-class activities.

 Education o . Ph.D. in Hindi Literature, . . Rajasthan Vidyapeeth, . 2003 o . M.Phil. in Hindi Hindi Literature, . . M.L. Sukhadia University, . 1999 o . M.A. in Hindi, . . M.L. Sukhadia University, . 1997 o . M.A. in Public Affairs, . . M.L. Sukhadia University, . 1995 o . B.Sc. in Biology, . . M.L. Sukhadia University, . 1993  Awards, Honors and Distinctions o . American Councils of International Education, . . January 2014 o . American Councils of International Education, . American Councils of International Education, . November, 2013 o . American Councils of International Education, . American Councils of International Education, . August, 2013 o . ACTFL Consultant Hindi Language Specialist, . . November, 2012 o . Certification, . ACTFL, . June, 2008 o . Certification, . ACTFL, . June, 2004

 Recent Publications o . P. Vaishnava. . "Laghu Kathaien." . 2007. o . P. Vaishnava. . "Amrika." . Pravasini Key Bol. . Ed. Anjana Sandhir. . Parshav Press, Ahemdabad (India), . 2006. o . P. Vaishnava. . "Shabd." . Pravasini Key Bol. . Ed. Anjana Sandhir. . Parshav Press, Ahemdabad (India), . 2006. o . P. Vaishnava. . "Rishtey." . Pravasini Key Bol. . Ed. Anjana Sandhir. . 2006. o . P. Vaishnava. . "Qitaabien." . Pravasini Key Bol. . Ed. Anjana Sandhir. . Parshav Press, Ahemdabad (India), . 2006.  View All Publications  Teaching o HINDI 102.001 . ELEMENTARY HINDI . Crowell 106 . TuTh 08:30 AM-09:45 AM o HINDI 102.01D . ELEMENTARY HINDI . Crowell 106 . MW 08:30 AM-09:20 AM o HINDI 102.02D . ELEMENTARY HINDI . SEE INSTRU . MW 10:05 AM-11:20 AM o HINDI 204.01 . INTERMEDIATE HINDI . Carr 135 . TuTh 10:05 AM-11:20 AM o HINDI 204.02 . INTERMEDIATE HINDI . Languages 312 . WF 11:45 AM-01:00 PM

College of Arts and Letters | Michigan State University MICHIGAN STATE UNIVERSITY | COLLEGE OF ARTS AND LETTERS

STUDY ABROAD HINDI STUDY ABROAD PROGRAM MSU offers two study abroad programs that are based in India. One program, "International Lodging Development and Management in India," runs for one month in the summer and is based in Rajasthan, a state where Hindi is widely understood, but where Rajasthani is the spoken vernacular. The other study abroad program, "Multidisciplinary Studies in New Delhi," runs for twelve weeks in the spring semester and is based in the capital of India, in the Hindi heartland. Neither program specifically offers Hindi instruction, but both offer ample opportunities for students to hear and practice speaking Hindi. There are, of course, study abroad programs offered through other universities and organizations which involve Hindi instruction. These include the following:

 American Institute of Indian Studies (AIIS): Advanced Language Programs (academic year or summer in Jaipur), and Second Year (Intermediate) Hindi Program (summer in Jaipur)  Wisconsin Program College Year in India (summer in Madison, academic year in Varanasi)  NC State Program in India (summer in Delhi)  Brown Program (fall or academic year in Delhi)  Penn-in-India Program (summer in Pune)  Antioch Program Buddhist Studies in India (fall in Bodh Gaya)

CONTACT US DEPARTMENT OFFICE: Hours: M-F, 8:00 AM - 5:00 PM Department of Linguistics and Germanic, Slavic, Asian and African Languages Michigan State University 619 Red Cedar Road B-331 Wells Hall East Lansing, MI 48824-1027 Phone: (517) 353-0740 Fax: (517) 432-2736 Campus Map

DEPARTMENT CHAIR: Dr. Susan Gass B-202 Wells Hall (517) 353-0800 ASSOCIATE CHAIR:

Charlene Polio B-251 Wells Hall Email: [email protected] OFFICE STAFF:

Michele Burton Fiscal Officer B-306 Wells Hall

Email: [email protected]

Carly Ensign Office Supervisor/HR Administrator B-301 Wells Hall Email: [email protected]

Jennifer Nelson Administrative Assistant B-331 Wells Hall Email: [email protected]

Estrella Starn

Graduate Secretary B-331 Wells Hall Email: [email protected]

Logan O'Neil

Graduate Secretary B-331 Wells Hall Email:[email protected]

Leann Dalimonte Graduate Secretary B-331 Wells Hall Email: [email protected]

UNDERGRADUATE ADVISING: Cindy Walter, Academic Specialist B-340 Wells Hall Email: [email protected] Make appointments here

16 SEARCH

NC STATE UNIVERSITY DEPARTMENT OF FOREIGN LANGUAGES AND LITERATURES

Hindi-Urdu Studies

Hindi and Urdu are two Indo-European languages that

have a long and complex history. They are considered

by many to be one and the same language, as they

share a common grammatical base and are mutually

comprehensible at the level of colloquial speech. In

formal usage, however, the two languages often vary

so greatly that they may not be mutually intelligible.

The two languages also have different writing systems

- Hindi is written in the Devanagari script and Urdu is

written in a modified form of the Perso-Arabic script.

Hindi and Urdu are spoken in India, Pakistan, and

throughout the world in the South Asian diaspora. The

minor in Hindi-Urdu Studies at NC State offers

students a unique opportunity to learn and study these

two languages, while also highlighting the overlapping

histories and cultural contexts within which these

languages are spoken in South Asia and throughout

the world.

Why Study Hindi-Urdu?

Spoken in India, Pakistan, and throughout the world in the South Asian diaspora, Hindi-Urdu is among the top five most widely spoken languages in the world. Proficiency in Hindi-Urdu provides students with access to a vast treasury of South Asian cultural, historical, literary and religious knowledge. It is also the language of one of the world's most popular and prolific film industries. Knowledge of Hindi-Urdu will prepare students for travel and careers overseas, or for work in multicultural settings. In addition, the U.S. Government has designated both Hindi and Urdu as "critical languages" for national security and economic competitiveness.

At NC State, the completion of courses in Hindi-Urdu may be used to fulfill the foreign language component of the university’s General Education Program (GEP) requirements. Language and literature courses at the intermediate and advanced levels (FLN 201, FLN 202, FLN 301, FLN 302, FLN 401) as well as South Asian literature and culture courses count towards the Hindi-Urdu minor, and in some cases, towards the GEP Humanities requirements and the GEP Global Knowledge Co- requisite. Consult with your adviser for further details. Students at NC State have several options when choosing Hindi-Urdu courses. Follow the links to the left to learn more about the Hindi-Urdu course offerings and resources at NC State.

Hindi-Urdu (16HINDIM)

Description

Students majoring in any area of study at NC State are eligible to minor in Hindi-Urdu. The minor in Hindi-Urdu provides students with an understanding of South Asian language, culture, history, and religious traditions, and gives students a foundation from which to explore the relation between the nations of South Asia and others throughout the world. Students who intend to work overseas or in multicultural settings and firms within the United States will find this minor very useful.

Requirements

 Completion of at least 15 credit hours.  9 Credit hours must be taken at NC State and a maximum of six (6) credit hours may be transferred into the minor from another institution.  All courses for the minor must be completed with a grade of 'C-' or better.  Students must demonstrate tested oral and written proficiency in Hindi-Urdu at the FLN 302 level. This requirement will normally be met by the successful completion of FLN 301 and FLN 302 with a grade of 'C-' or better.  Students are expected to have mastered either the Hindi or Urdu writing systems, but not necessarily both.  No more than 6 transfer credits may be applied toward the Minor requirement.

 Credit earned on the NC State Summer in India Study Abroad Program may be counted toward the Minor requirement.  Courses taken in non-NC State Study Abroad or Summer Language Programs may be counted toward the minor but are subject to the transfer credit limit.  Prerequisite courses (e.g. FLN 101, FLN 102) will be in addition to the hours required for the minor.  Hindi-Urdu language drill courses (FLN 103, 104, 203, 204) are in addition to the Minor requirement.  A maximum of TWO (2) course may be used (double-counted) towards both departmental major requirements and minor requirements.  No courses for the minor may be taken for S/U credit.

Students may declare the minor when they are enrolled in a class that counts toward the minor.

Required Courses (6 credit hours)

FLN 301 Advanced Hindi-Urdu I: Readings in Prose (3 cr- offered Fall semester) FLN 302 Advanced Hindi-Urdu II: Readings in Poetry (3 cr- offered Spring semester)

Elective Courses (9 credit hours)

Choose 3 of the following courses:

FLN 201 Intermediate Hindi-Urdu I (3 cr- offered Fall semester)* FLN 202 Intermediate Hindi-Urdu II (3 cr- offered Spring semester)* REL 230 Religions of South Asia REL 331 The Hindu Tradition HI 474 Modern India PS 343 Government and Politics in South Asia

These courses may not be offered every semester or every year. Check the Schedule of Courses. With the Minor advisor's approval, additional South Asia-related courses offered as Special Topics in Foreign Languages, World Literature, History, and Religion Studies may be used to fulfill the elective course requirement.

*Note: Students who have taken the proficiency examination and placed out of FLN 201 and/or FLN 202 may not count these courses toward the Minor.

Admissions and Certification of Minor

Admissions Students first download a Departmental Minor Declaration Form and consult with their major advisor for approval of the minor program. After the student obtains the major advisor's signature, he/she meets with the minor advisor to develop a plan of study indicating required courses and expected dates of completion. A copy of the student's minor plan of study will be kept on file in the Department of Foreign Languages and Literatures.

Certification A University Minor Declaration Form should be submitted to Registration and Records for inclusion of the minor on the student's official record. Paperwork for certification should be completed no later than during the registration period for the student's final semester at NC State. Students should meet with the Coordinator of Advising, Ms. Susan Navey-Davis (919.515.9288, http://www4.ncsu.edu/~navey/, 321 Withers), to complete the final certification. Students will receive official recognition on their transcripts for the completed minor.

Contact Person

Dr. Sujata S. Mody 417 Withers Hall 919.515.9315 [email protected]

Faculty

Dr. Sujata S. Mody Assistant Professor

 Website: http://sujatamody.com/

 Email: [email protected]

 Phone: 919-515-9315

 Office: Withers Hall 417

Locate on Campus Map

 Address: Withers Hall 417, Box 8106 NCSU Campus Raleigh, NC 27695

Biography

Sujata S. Mody is an Assistant Professor in the Department of Languages and Literatures at North Carolina State University, where she teaches courses on Hindi-Urdu language and literature and South Asian literature and culture. She received her PhD in South and Southeast Asian Studies with an emphasis on Modern Hindi literature from the University of California, Berkeley.

Interests

 Modern Hindi literature

 Hindi and Urdu literary periodicals

 Hindi historical fiction

 Visual culture and 20th c. literary production

 Gender, nationalism & the public sphere in South Asia

Projects

My current research focuses on the project of modernization taken up by Mahavir Prasad Dwivedi (1864- 1938) as editor of the prominent Hindi literary journal 'Sarasvati' and the journal's contributions to the formation of a literary-nationalist Hindi public sphere in the early 20th century.

Publications

Prasad, Jai Shankar. “The Position of Drama in Hindi.” Trans. A Poetics of Modernity: Indian Theatre Theory, 1860 to the Present. Ed. Aparna Dharwadker. Delhi: Oxford University Press. (Forthcoming) "Visual Strategies for Literary Authority in Modern Hindi.” South Asia : Journal of South Asian Studies September 2014. Vol. 37(3): 474-490. "Literary Self-determination and the Disciplinary Boundaries of Hindi Literature in the Early Twentieth Century.” South Asia Research November 2012. Vol. 32(3): 233–256. Dwivedi, Mahavir Prasad. “The Present State of Hindi.” Introduction and trans.Nationalism in the Vernacular: Hindi, Urdu, and the Literature of Indian Freedom. Ed. Shobhna Nijhawan. New Delhi: Permanent Black, 2010. 350-370.

Varma, Mahadevi. “Home and the World Outside” and “The Curse of Womanhood.” Trans. Mahadevi

Varma: Essays on Women, Culture, and Society. Ed. Anita Anantharam. Amherst, New York: Cambria Press, 2010. 43-62; 63-70.

“Dwivedi, Mahavir Prasad (1864-1938).” Oxford Dictionary of National Biography. Online edition. Ed. Lawrence Goldman. October 2008. Oxford University Press.

Presentations

“Literary Self-determination and Narrative Landscape in a Modern Hindi Short Story,” 130th MLA Annual Convention, Vancouver, BC, January 8-11, 2015.

“Teaching through the UNC Language Exchange,” invited panelist for UNC Online webinar, August 2, 2013.

“Historical Contexts & Subtexts in the Short Stories of Vrindavanlal Varma & Jai Shankar Prasad,” panel coorganizer & presenter at the Association for Asian Studies Annual Conference, San Diego, CA, March 21-24, 2013.

“Literary Authority, Contest and Modern Hindi Canon Formation,” invited lecture, Dept. of South & Southeast Asian Studies. Hindi Literature & Cultures Series, University of California, Berkeley, CA, March 14, 2013.

“The UNC Language Assembly’s Hindi-Urdu Pilot Program,” invited panelist at the UNC India-Summit, Chapel Hill, NC, January 31, 2013.

“Historical Contexts & Subtexts in the Short Stories of Vrindavanlal Varma & Jai Shankar Prasad,” panel co-organizer & presenter at the 41st Annual Conference on South Asia, Madison, WI, October 11-14, 2012.

“Engaging Pasts: History in Modern Hindi Short Fiction,” invited lecture for the University of Pennsylvania South Asia Studies Colloquium Series, Philadelphia, PA, September 27, 2012.

“Visual Culture for Literary Production: Ravi Varma & the Rise of Modern Hindi Poetry,” conference co- convener (with Sandria Freitag, NC State & Pamela Lothspeich, UNC-Chapel Hill) & presenter at Visual Culture & Identity-Narratives in the Making of Modern India, Raleigh & Chapel Hill, NC, April 29-30, 2011.

“Visual Aspects of Early 20th Century Literary Production: Raja Ravi Varma & Modern Hindi Poetry,” panel organizer, presenter, & chair at the Joint Conference of the Association for Asian Studies & International Convention of Asia Scholars, Honolulu, HI, March 31-April 3, 2011.

“Literary Self-determination & the Disciplinary Boundaries of Hindi Literature in the Early 20th Century,” presented at the North Carolina Consortium for South Asian Studies Colloquium Series, Chapel Hill, NC, January 27, 2011.

Visual Aspects of Early 20th Century Literary Production: Raja Ravi Varma & Modern Hindi Poetry,” presented at the Southeast Conference of the Association for Asian Studies, Chapel Hill, NC, January 14- 16, 2011.

“Contest & Competition: Literary publics in conversation with Mahavir Prasad Dwivedi,” presented at the 39th Annual Conference on South Asia, Madison, WI, October 14-17, 2010.

“National Standards for Foreign Language Learning & the Less Commonly Taught Languages,” Invited Presentation, Special Language Program & African and Middle Eastern Languages Program Winter Quarter Colloquium, Stanford, CA, February 28, 2008.

“Short Stories, Long Journeys: Traversing the Boundaries of Literature & Nation” presented at the 36th Annual Conference on South Asia, Madison, WI, October 14, 2007.

“Integrating Proficiency Standards in the Less Commonly Taught Languages Classroom,” invited lecture for the Fulbright Language Teaching Assistant Orientation, Stanford, CA, August 15, 2007.

“Short Stories, Long Journeys: Negotiating National Identity in an Early 20th Century Hindi Journal,” presented at the Center for South Asia Studies, Graduate Student Lecture Series, Berkeley, CA, February 23, 2006.

“Voices from Home & Abroad: Constructing a Modern Indian Nation & Canon in the pages of the Hindi Literary Journal Sarasvati,” presented at the Association for Asian Studies Annual Meeting, Chicago, IL, March 31- April 3, 2005.

“Representing a Nation: Sarasvati & the Construction of a Modern Hindi Literary Canon,” participant, dissertation writing workshop with Dr. Mieke Bal; Townsend Center, Berkeley, CA, November, 2004.

“Representing a Nation: Sarasvati & the Construction of a Modern Hindi Literary Canon,” participant, dissertation workshop: “Rewriting South Asian History,” Berkeley, CA, April 17-20, 2003.

“Women & the Politics of Publication in Early 20th Century North India: Banga Mahila & the Literary Journal Sarasvati,” presented at the 17th Annual South Asia Conference, Berkeley, CA, February, 2002.

Responsibilities

 Hindi-Urdu section coordinator  Hindi-Urdu minor adviser  Hindi-Urdu Studies at NC State

Education

 PhD in South & Southeast Asian Studies from University of California, Berkeley  MA in South & Southeast Asian Studies from University of California, Berkeley  BA in English, Anthropology from Rice University

Nilakshi Phukan Assistant Professor

 Website: http://fll.chass.ncsu.edu/hindi-urdu/  Vita: download vita  Email: [email protected]  Phone: 919-949-1618

Biography

Nilakshi Phukan has been teaching Hindi-Urdu languages and South Asian literatures at the department of Foreign languages and literatures in the university of North Carolina State University since Fall 2011. She did her BA with Hindi Major from Guwahati University in 1998. She received her Masters Degree in Hindi Language and Literature from Dr. B R Ambedkar University ( formerly Agra University) in 2000. In 2002 she received her Post Masters Degree in Linguistics from Dr. B R Ambedkar University. She received her Ph. D Degree in Hindi Literature from the same university in 2006. She started her carrier as a lecturer in 2001 in a degree college in India. After coming to America she started to teach Hindi-Urdu languages as a lecturer at North Carolina State University. She also worked as a lecturer in the University of North Carolina at Chapel Hill. She served two years as a Hindi-Urdu language instructor and coordinator at the University of Colorado at Boulder. She also taught intensive Urdu language course to the soldiers of the Fort Bragg Military branch. She is interested in teaching, physical activities, Folk dancing, writing and reciting poems. She is also a licensed yoga Instructor from North Carolina School of Yoga, USA. Interests

Her research concentration include:

Indian languages

Hindi-Urdu prose and poetry linguistics

Bollywood Movies and South Asian Literature

South Asian history, cultures and literatures

Folk Literatures

Projects

Currently Working On:

1. Online Advanced Level Hindi Conversation Materials: A collaborative project between NC state University and Duke university. Granted by CSEEES (The Duke-UNC Center for Slavic, Eurasian, and East European Studies) 2. Online Hindi-Urdu Scripts Courses 3. Working on Elementary and Intermediate course packs for Hindi-Urdu language courses based on the Hindi-Urdu Conversational movies for different proficiency levels

4. Book: "Folk Tales of America": Collection of folk tales of America in Hindi language

Funded Research

Hindi-Urdu Conversation Project: Funds from the department of Foreign Languages and Literatures at North Carolina State University. http://chass.online.ncsu.edu/online/Catalog/Full/f363f825ec884fa4bb00519a08f6bbf921/?state=u6U1ySD 93trxSAFg6R4d Novice Level Conversations Intermediate Level Conversations Advanced Level Conversations Superior Level Conversations Hindi-Urdu Club’s President’s Award: For the outstanding contribution to advancing the Hindi-Urdu languages in the NCSU campus.

Extension & Community Engagement

Advisor of EKTAA (South Asian Student Organization) at NC State

Advisor of Hindi-Urdu Club at NC State

Board of Directors of Hindi Vikas Mandal of North Carolina

Cultural Secretary of Assam Association of North Carolina

Publications

Published Books:

"Kunkhan Apun Bhumi?" (Which Is Own Land?", a collection of short stores translated from Hindi written by Dr. Sudha Om Dhingra's "कौन सा◌ी ज़मीन अपनी" into Assamese language. Gigabytes press and publication (May 2014), Assam, India "Grandmothers Tales", chief editor of selected Assamese folk stories written by Rasaraj Lakshmi Nath Bejboruah, translated from Assamese into English. Akonir Sahitya Sabha (April 2014), Assam, India "Shishur Shreshtha Galpa" (The Best Stories for Children translated from Hindi to Assamese language written by Dr. Usha Yadav), Akonir Sahitya Sabha (March 2013) Assam, India. Journels, Articles and Short Stories: Phukan Nilakshi, "Americar Pora: Dvitia Khanda" (From America: Part II): (Guwahati "Janasadharan" news paper, Assam India), A travel journal Phukan Nilakshi, "Amerikar Pora: Pratham Khanda" (From America: Part I): ( Guwahati "Janasadharan" news paper and "Nagaon" news paper, Assam, India), A travel journal Phukan Nilakshi, “My Roommate Shalini Di”, ( Friends Magazine, Assam Foundation of North America, Vol. III, January, 2012). An English short story. Phukan Nilakshi, “Me and my journey”, (Friends Magazine.assamfoudation.net, November 2010), An English short story. Phukan Nilakshi, “भगवान क सृिट“ (Bhagawan ki Srishti: Hindi short story), (Canada: Hindi Pracharini Sabha, April 2008). Phukan Nilakshi, “कमत” (Qismat: Hindi short story), (Canada: Hindi Pracharini Sabha, November 2007). Phukan Nilakshi, “परा” (Pariksha: Assamese short story) (USA: Maryland Asom Sangha, July, 2007 ). Phukan Nilakshi, “maanaisaktaa: ]k ica>tana” (An article of human nature in Hindi) (Canada: Hindi Pracharini Sabha, January 2006 ). Phukan Nilakshi, “लोक-साि◌हय: एक सामाय परचय” (Lok Sahitya – Ek Samanya Parichay : An Introduction and description of folk culture and literature of Assam in Hindi) ( Canada: Hindi Pracharini Sabha, July 2006). Phukan Nilakshi, “असफलता” (Asaphalata: Hindi Poetry), (Canada: Hindi Pracharini Sabha, July 2006) Phukan Nilaksh, “jaamaa|inata ]Baumauik” (Garmany: travel journal), ( Assam- Akonir Agradoot, August, 2006) Phukan Nilakshi, “असम देश” (Asom Pradessh: A description about the history and the culture of Assam in Hindi), (Canada: Hindi Pracharini Sabha, April 2006) Phukan Nilakshi, “ि◌पंजरे के लाल” (Pinjre ke laal: short story about the partition of India and Pakistan, translated from Hindi to Assamese), ( Assam: Dainik Batori, March 2006).

Phukan Nilakshi, “ीमंत शंकरदेव के भावादश म गणत क झलक” (Shrimanta Shankardev ke bhavadarshon mein ganatantra ki jhalak: article about Shrimanta Shankardeva and his ideology, translated from Assamese to Hindi), Srimanta Sankardeva Sangha: platinum jubilee session, February, 2006).

Presentations

"Hindi-Urdu Courses at NC State" at Delta Sigma Lota Faternity Inc. A college information session for students and parents, July 2014 Presentation to AFROTC Cadets: "South Asian Culture and Hindi-Urdu Languages" October 30, 2013 Roundtable Presentation: “Hindi-Urdu Conversational Movies Using ACTFL Methodology” presented at FLANC Conference in Winston-Salem, NC, October 12, 2013 Yoga Presentation: HSNC Summer Camps at Morrisville, Fridays, 2013 South-Asian Fashion Show in “Ektaa Night” on Saturday, April 14, 2012 Hindi-Urdu language presentation on “Ektaa First Meeting” in August 2011 Hindi-Urdu language presentation in the "India Workshop" organized by CAS (Center for Asian Studies at CU Boulder, CO) to the elementary school teachers in April 16'th, 2011 Yoga presentation and demonstration in the "India Workshop" organized by CAS (Center for Asian Studies at CU Boulder, CO) to the elementary school teachers in April 16'th, 2011 Hindi-Urdu language presentation on “Asia Day” organized by CAS (Center for Asian Studies at CU Boulder, CO) at the University of Colorado at Boulder, April 15’th, 2009

Responsibilities

Currently Teaching: FLN 301: Advanced Hindi-Urdu Literature- Modern Hindi/Urdu Short Stories (Lecture & Teleconference)

FL 394 and ENG 394: South Asian Literature in Bollywood

FLN 201-203: Intermediate Hindi-Urdu Language Course and Conversation Lab (Lecture & Teleconference)

FLN 202-204: Intermediate Hindi-Urdu Language Course and Conversation Lab (Lecture & Teleconference)

FL 295: Fast Track to Hindi/Urdu Scripts (Online Course)

Taught: FLN 302 and ENG 394: Studies in World Literature- Modern Hindi-Urdu Poetry

FLN 101-103: Elementary Hindi-Urdu Language Course and Conversation Lab

FLN 102-104: Elementary Hindi-Urdu Language Course and Conversation Lab

Summer Intensive Elementary Urdu Course: To the militaries of Fort Bragg along with NCSU Students

Skype TUtoring: To Fort Bragg Militaries

Others: Cultural Activities, Event Organizing, Community Outreach

Education

 Ph.D in Hindi/Assamese Folk Literature and Culture from Dr. B R Ambedkar University , 2006  MA in Hindi Language and Literature from Dr. B R Ambedkar University , 2000  MA in Linguistics from Dr. B R Ambedkar University , 2002  BA in (Major) Hindi Language and Literature, Education, English from Guwahati University , 1998

17 YORK UNIVERSITY

f Languages, Literatures & Linguistics DEPARTMENT OF LANGUAGES , LITERATURES AND LINGUISTICS

Welcome! Namaste! As-salaam Aalaykum!

Learning Hindi-Urdu is one of the best ways to engage with the study of South Asia. Hindi, one of the most important South Asian vernaculars, is the official language of India and is spoken in different regional manifestations and variations in the northern Indian states of Rajasthan, Uttar Pradesh, Bihar, Himachal Pradesh, Madhya Pradesh and Chattisgarh. Hindi has also traveled to countries outside South Asia and is spoken in Fiji, Mauritius, Trinidad and Guyana, for example, and throughout the South Asian diaspora of the Western world.

Furthermore, Hindi is related to Punjabi, Gujarati, Marathi and other South Asian vernaculars through shared histories, etymologies, and cultures. Urdu is the national language of Pakistan and also commonly spoken in India. Many students will know Hindi-Urdu from Bollywood movies.Hindi and Urdu share grammar and lexicon on a colloquial level despite that they are written in two different scripts. They are, however, also recognized as separate literary languages with distinct literary canons.

Learning Hindi-Urdu, is exciting, challenging and timely, especially when considering the increased attention towards South Asian economics, politics and culture on the global market. Irrespective of your personal background and regardless of your major, enhancing your knowledge about South Asia and the South Asian diaspora by means of learning Hindi-Urdu language and literature in an academic setting or through participating in the South Asian Studies program will benefit your future life. The importance of learning languages in the age of globalization is another aspect to consider.

Shobna Nijhawan, Ph.D. Associate Professor Ross S570 416-736-2100 x88725 [email protected]

Shobna Nijhawan

Associate Professor

Ph.D. South and Southeast Asian Studies with a designated emphasis in Women, Gender, and Sexuality, University of California, Berkeley

M.A. Classical and Modern Indology (South Asia Institute) with a minor in Educational Studies, University of Heidelberg (Germany) Department of Languages, Literatures and Linguistics

York University Research Ross S570 4700 Keele St.  Publications Toronto, ON, M3J 1P3  Conference and Workshop Participation  Research Interests Phone: 416.736.2100 x88725 Email: [email protected] Undergraduate Teaching  AP/HND 1000 6.0 Elementary Hindi-Urdu  AP/HND 2000 6.0 Intermediate Hindi-Urdu  AP/HND 2700 6.0 South Asian Culture and Literature  AP/HND 3600 3.0 South Asian Literary Activism: Women Writers and Filmmakers in South Asia and the Diaspora  AP/HND 3610 3.0 Writings of Premchand (1880-1936)  AP/HND 3710 3.0 Contemporary Literatures of the South Asian Diaspora  AP/HND 3900 3.0 Independent Reading and Research  AP/HND 4900 6.0 The Development of Modern Hindi (independent Reading and Research)  AP/SOSCI 4435 6.0 Advanced Topics in South Asian Studies

Graduate Teaching

 AP/HUMA 6135 The Making of Asian Studies: Critical Perspectives

AS/HND 1000 6.0

Introductory Hindi-Urdu

Dr. Shobna Nijhawan

The objective of this course is to learn the Hindi writing system (Nagari script) and to develop basic conversation skills of Hindi-Urdu (generally, the Nastaliq script will be learned in Hindi 2000). You will be introduced to the formal grammar and everyday vocabulary of Hindi-Urdu and will exercise grammatical concepts with drills, creative assignments and in the multimedia language center. We will spend equal time for reading, writing, listening and speaking comprehension. The texts and audio-visual materials used in this course provide cultural information about South Asia and the diaspora.

Please note: This course is designed for students without significant background in Hindi and/or Urdu.

Requirements and Grading

In language teaching, regular attendance and participation in a relaxed and non-competitive environment is most important for students’ success. In addition, regular review and exercise (approximately 4 hours per week outside of class) is essential throughout the academic term. There is one written home assignment per week and one quiz every two weeks. The midterm and the final consist of a written grammar, vocabulary, creative and translation section; the final also includes an oral group presentation.

In the forth week of classes, students will be grouped into learning circles that meet regular in and outside of class.

Images from the group project taken by Devang Asher and reproduced with permission.

The final grade will be calculated as follows

On-time attendance and participatory 30% attitude:

Home assignments: 20%

Quizzes and dictations: 20%

Midterm: 15%

Final test: 15%

AS/HND 2000 6.0 Intermediate Hindi-Urdu

Dr. Shobna Nijhawan

Prerequisite

This course is designed for students with basic knowledge of the Nagari script (reading and writing) and knowledge of modern standard Hindi-Urdu grammar. Students who have not completed HND1000 but have studied Hindi-Urdu in other contexts (school, home, through movies) must take a placement test prior to enrolment. Native speakers may not enroll.

Course Objective

This course builds on the oral and written skills of modern standard Hindi-Urdu introduced in Hindi 1000. In class, we will focus on conversational skills and learn new grammatical concepts as well as vocabulary for everyday situations. Short writing assignments and (group) projects consist of short presentations on topics of your interest, developing your personal Hindi website or a class version of kaOna banaogaa kraoD,pit. In addition, you will be learning the Nastaliq script, in which Urdu is written. In the Winter Term, we will be reading short texts in Nastaliq alongside Nagari texts. You are then free to turn in your assignments in either script.

Course Structure

Each two-hour session will roughly be divided as follows:

 Reading (in the Fall Term in the Nagari script and in the Winter Term in the Nagari and Nastaliq scripts) or watching short movies in Hindi-Urdu (20-25 minutes per session) followed by  Conversation in the plenum and in small groups (10 minutes)  Introduction to the Nastaliq script (Fall Term) and Practice of the Nastaliq script (Winter Term) (20-25 minutes)  Grammar lesson (15-20 minutes)  Short student presentations followed by discussion (10-15 minutes). The presentations introduce a selected topic (in Hindi-Urdu) and also discuss grammatical aspects (in English)  Fortnightly quizzes (no presentations on that day)

Required Texts

 Intermediate Hindi Reader, Usha R. Jain with Karine Schomer, 1999  Beginner’s Urdu Script, Richard Delacy, 2003

Additional course readings (short stories, poetry, excerpts from a novel, a theatre play as well as pamphlets, advertisements and articles from contemporary magazines) will be handed out in class. All these readings are intended to enhance your conversational and writing skills, to exercise grammatical concepts, to introduce new vocabulary and to provide cultural information about South Asia and the diaspora. They form the basis for in-class conversations, homework assignments and evaluations.

You will require a grammar book as well as a Hindi-English or Urdu-English dictionary. I recommend one of the following grammar books and dictionaries:

 Introduction to Hindi Grammar, Usha R. Jain  Teach Yourself Hindi, Rupert Snell  A Practical Hindi-English Dictionary, M. Chaturvedi and B.N. Tiwari (eds.)  Hindi-English Dictionary, R.S. McGregor (ed.)  The Modern English-Hindi Dictionary, I.N. Anand (ed.)  Hindi (English-Hindi/Hindi-English), J.W. Raker and R.S. Shukla (eds.)

Course Information The most up-to-date information for the course including handouts, assignments, grammar notes and a discussion forum is accessible on WebCT (http://webct.yorku.ca).

Requirements and Grading

In language teaching, regular attendance and participation in a relaxed and non-competitive learning environment is most important to the student’s success. There is one written home assignment per week. You will be grouped into learning circles to prepare the assigned readings, writings exercises as well as oral presentations. At the end of the academic year, you are required to submit all your written assignments completed over the course of the Fall and Winter Terms. This file is intended to assess your individual progress in the Hindi-Urdu language as well as both scripts and will count 5% towards the homework assignments.

The final grade will be calculated as follows

Attendance and participatory attitude (including presentations): 30% Homework assignments: 20% Quizzes: 20%

Midterm: 15% Final test: 15%

Introduction to South Asian Literature and Culture

The objective of this course is to acquire an understanding of the diverse manifestations of South Asian culture in history and the present day through the medium of literature. We will explore how South Asian culture is imagined, how cultural traditions develop historically, are appropriated and undergo change over time. We will also investigate how mainstream cultural representations are transmitted, contested and reified not only in literature, but also in theatre and film. A number of encounters (colonial, global, East-West) have concomitantly influenced South Asian cultural expressions in literature and the popular media and it will be one of our goals to analyze such processes.

The course materials are drawn from fiction, film and autobiography. We will read the literary sources from various South Asian vernaculars in English translation against the background of secondary sources thematizing analytical concepts such as gender, identity, nationalism, cultural memory and representation.

Course structure, requirements and Grade Components

The class meets once a week for three hours. The sessions will introduce students to South Asian writers, different literary genres (drama, short story, novel), mainstream and art movies of South Asian filmmakers, Internet representations of South Asian and diaspora communities as well as cultural and literary theories developed in South Asian Studies. There will be the option to participate in a guided walking tour through Toronto’s India Bazar on Gerrard Street. The final grade will be calculated as outlined and described in the following:.

Attendance and Participation 20% (10% each term) 2 group presentations 10 % (5% each term) Midterm 10% (Fall Term) 2 Tests 20% (10% each term) 4 Journal entries (2.5% each) 10% (Fall Term) 4 Journal entries (2.5% each) 10% (Winter Term) Essay (research paper) 20% (Winter Term)

Dr. Shobna Nijhawan Office hours: Department of Languages, Literatures and Linguistics Tu 2.30-3.30 Office: Ross S570 Th 2.30-3.30 and Email: [email protected] by appointment Phone: (416) 736-2100 ext. 88725

AP/HND 3600 3.0 (Fall 2013) South Asian Literary Activism: Women Writers and Filmmakers in South Asia and the Diaspora Thursdays 11.30-2.30, Ross S 133

This course introduces students to literary expressions of women from India, Pakistan, Bangladesh, Sri Lanka and the South Asian diaspora. We begin with an investigation of the conditions under which women wrote in the early twentieth century through the writings of those women who participated in a male-dominated public sphere. We then discuss post-Independence women writers, activists and filmmakers to explore how women use literary and filmic genres as forms of artistic expression and intervention in the public sphere. Throughout the course, we discuss how women writers in the past and present day redefine not only their so-called traditional roles as wives, mothers and homemakers in light of their responsibilities as subject- citizens of their respective nation states, but also their classification as Third-World Women and their emergence as South Asian feminists.

The literary readings cover different South Asian vernaculars (Hindi, Urdu, Bengali, Marathi, Tamil, Kannada) in English translation or are originally written in English. Original Hindi and Urdu texts are available upon request. They include the genres of the essay, short story, autobiography, poetry and one play. The language of instruction is English. The literary readings are accompanied by scholarly essays.

Course structure, requirements and Grade distribution

The class meets once a week for three hours. The course involves interactive lecturing followed by discussion and close reading of the course materials (often in group work). There will be student presentations in selected weeks, which are also followed by discussion.

The final grade will be calculated as follows

Attendance and Participation 20% Presentation 5% 4 Journal entries (5% each) 20% 2 tests 20% Midterm 15% Final paper 20%

Dr. Shobna Nijhawan Office hours: Department of Languages, Literatures and Linguistics Tu/Th 1-2 and Ross S570 by appointment [email protected] Phone: (416) 736-2100 ext. 88725

AS/HND 3610 3.0 Writings of Premchand (1880-1936)

The course delves into the life and times of Premchand (1880-1936), one of the most eminent writers of modern Hindi-Urdu fiction. We read short stories, essays and excerpts from novels that provide insight into Premchand’s oeuvre as it emerged in a period of heightened social reforms, nationalist consciousness and anti-colonial activism.

The readings pay particular attention to Premchand’s depiction of the condition of peasants, colonial economic exploitation, and women’s issues (dowry, widowhood). By means of close reading, we also trace Premchand’s literary development from an idealist utopianist and convinced follower of Mahatma Gandhi to a disillusioned fighter, who turned towards more radical forms of protest. Alongside the original sources students are introduced to secondary historical and post-colonial texts.

Note: Knowledge of Hindi and/or Urdu is not required. All readings are available in English translations. Students with advanced knowledge of Hindi and/or Urdu are encouraged to read the original texts

The final grade will be calculated as follows Class attendance and participation (including the oral presentation worth 5%): 20 % 2 tests: (each 15%) 30% Paper: 25 % Final examination: 25 %

Dr. Shobna Nijhawan Office hours: Department of Languages, Literatures and Linguistics Tu 2.30-3.30 Office: Ross S570 Th 1.30-2.30 and Email: [email protected] by appointment Phone: (416) 736-2100 ext. 88725

AP/HND 3710 3.0 (Winter 2012) Contemporary Literatures of the South Asian Diaspora Thursdays 2.30-5.30 (ACE 004)

This course investigates the phenomenon of South Asian diaspora in historical, postcolonial, and global contexts. Through an analysis of literary expressions of South Asian writers living in Canada, the US, the Caribbean and Europe, it discusses concepts and theories of diaspora studies. The combination of narrative and interdisciplinary scholarly writing familiarizes students with the social features of diaspora and the cultural expressions of the diasporic condition. All readings are in English. Course structure and requirements

The class meets once a week for three hours. The course involves interactive lecturing, presentations, group work and discussion through close reading of the course materials.

The final grade will be calculated as follows

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Attendance and Participation 15% Presentation 5% 2 tests (15% each) 30% Midterm 15% 4 Journal entries (5% each) 20% Final paper 15%

Washington University in St. Louis

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Hindi

The Department of Jewish, Islamic and Near Eastern Languages and Cultures offers a minor in Hindi (South Asian Language and Culture). Language Placement: Placement tests are required for all students entering our language programs. Students may be eligible for up to 6 units of back-credit based on advanced placement and successful completion of the recommended course. Native speakers are not eligible for back-credit; evidence of secondary or post-secondary study of the language is required. Any units received from back-credit cannot be counted toward the major or minor.

 Courses

The Minor in South Asian Languages and Cultures (Hindi) Prerequisites  Beginning Hindi I (Hindi 111D), and Beginning Hindi II (Hindi 112D) or Advanced Beginning Hindi I (Hindi 151D) - whether by course work or placement Required courses (18 Units)  Introduction to Islamic Civilization (JINE 210C) (or another civilization course with adviser approval)  9 units from 200-, 300-, or 400-level courses in Hindi language  6 units from 300- or 400-level courses in South Asian studies or South Asian literature and culture Additional Information Regulations for all language and culture minors  Two semesters of the language must be taken at Washington University. o No more than 12 units can be from language courses. o Note that 300- or 400-level courses that include the study of texts in the original language may be considered courses about history, literature, or religious studies rather than language courses.  Preapproved WU study abroad programs during the regular academic semester, summer programs, and transfer courses can earn a maximum of 3 units subject to review by adviser and DUS.  Back-credit granted for language courses does not count for the minor.  No credit will be given for courses taken outside the department other than those which are cross-listed.  A minimum of 18 units is required for minor.  Double counting courses: a maximum of 3 units used for the minor can be counted for another major or minor.  Students have to maintain an average of B for the minor. A grade of B- must be earned in each language course in order to advance to the next language course.  No pass/fail course can count toward either prerequisites or minor.

Study Abroad: Students minoring in Hindi are encouraged to participate in the Washington University Study Abroad program. The university currently sponsors preapproved programs of study at the Hebrew University in Jerusalem, the University of Haifa, Aalim Arabic Program in Morocco, Boǧaziçi University in Istanbul, and the American University of Cairo. Students may enroll in summer programs anytime at their discretion, however, semester abroad is usually during the junior year and after a minimum of one year of language study at Washington University.

Courses

L73 Hindi 111D Beginning Hindi I An introduction to the most widely spoken language of South Asia. Along with an understanding of grammar, the course offers practice in all four skills: listening, speaking, reading and writing. The Hindi (Devanagari) script is used for reading and writing. Note: students with some previous Hindi language background must take a placement examination. Credit 5 units. A&S: LA A&S: IQ, LCD, LS BU: HUM, IS EN: H

L73 Hindi 112D Beginning Hindi II

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Continuation of 101D, devoted to the further development of basic skills — listening, speaking, reading and writing — with a particular emphasis on the acquisition of speaking proficiency. Prerequisite: Hindi 111D or placement by examination. Credit 5 units. A&S: LA A&S: IQ, LCD, LS BU: HUM, IS EN: H

L73 Hindi 151D Advanced Beginning Hindi I Designed for the student with some background in Hindi. Emphasis on review of grammar, increased fluency and vocabulary enrichment. Prerequisite: placement by examination or instructor’s permission. Credit 3 units. A&S: LA A&S: IQ, LCD BU: IS EN: H

L73 Hindi 201 Intermediate Hindi I Continuing practice in listening, speaking and grammatical understanding. The Hindi (Devanagari) script is used for reading and writing. Prerequisite: grade of B– or better in Hindi 112D or placement by examination. Credit 5 units. A&S: LA A&S: IQ, LCD, LS BU: HUM, IS

L73 Hindi 202 Intermediate Hindi II Continuation of Hindi 201. Prerequisite: grade of B– or better in Hindi 201 or placement by examination. Credit 5 units. A&S: LA A&S: IQ, LCD, LS BU: HUM, IS

L73 Hindi 299 Undergraduate Independent Study Prerequisites: Hindi 202 and permission of the instructor and the department chair. Credit variable, maximum 6 units.

L73 Hindi 301 Advanced Hindi I This course is designed to help students gain advanced proficiency in the oral and written use of Hindi through reading and discussion of short stories, newspaper articles and other selected materials. Prerequisite: grade of B– or better in Hindi 202 or placement by examination. Credit 3 units. A&S: LA A&S: IQ, LCD, LS BU: IS EN: H

L73 Hindi 302 Advanced Hindi II This course is a continuation of Hindi 301. It is designed to continue students’ advanced proficiency in the oral and written use of Hindi through reading and discussion of short stories, newspaper articles and other selected materials. Prerequisite: grade of B– or better in Hindi 301 or placement by examination. Credit 3 units. A&S: LA A&S: IQ, LCD, LS EN: H

L73 Hindi 330 Topics in South Asian Literature and Culture An introduction to major texts of South Asian literature, both traditional and modern, in their cultural context. Specific topics, texts and themes may vary from year to year. The course assumes no previous acquaintance with the material. All readings are in English or English translation. Credit 3 units. A&S: TH A&S: IQ, HUM, LCD EN: H

L73 Hindi 350 Introduction to South Asian Literature in Translation Credit 3 units. A&S: TH, CD BU: HUM

L73 Hindi 399 Independent Study Prerequisite: permission of instructor and the department. Credit variable, maximum 6 units.

L73 Hindi 499 Independent Study Prerequisite: permission of instructor and the department. Credit variable, maximum 6 units.

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Phone: 314/935-5110 or 314/935-8567

E-mail: [email protected]

Departmental website: http://jinelc.wustl.edu

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 NEW YORK UNIVERSITY

Language Programs

Our department is renowned for quality language teaching. All the four language skills (listening, speaking, reading, and writing) are emphasized from the elementary through the advanced levels.

We follow the guidelines of the Proficiency Approach. Not only do we capitalize on human interaction in language pedagogy but we also utilize a state of the art computer language lab on our premises. Be it Arabic, Persian, Turkish, Hindi or Urdu that you are interested in learning, we welcome you in all these five languages:

Hindi Students typically begin with Elementary I. However, if you have already studied the given language, you may take a placement exam to see if you can place into a higher level. ForArabic, consult with Prof. Ahmed Ferhadi ([email protected]). He typically holds placement exams on the first Friday of the semester (i.e. in September or January). These are the only opportunities to take the placement exam, so contact him ASAP. For Turkish see Prof. Sibel Erol ([email protected]), for Persian contact Prof. Mehdi Khorrami ([email protected]), forHindi contact Prof. Gabriela Ilieva ([email protected]), and for Urdu contact Prof. Tahira Nagvi ([email protected]). For additional information on the language programs, seehttp://meis.as.nyu.edu/page/language .

Department of Middle Eastern and Islamic Studies, New York University 50 Washington Square South (enter at 255 Sullivan Street) New York, NY 10012 Phone: 212-998-8880 Fax: 212-995-4689 Email: [email protected] Chair: Zvi Ben-Dor Benite Administrative Coordinator: Haley Peele Administrative Aide: Subrina Moorle

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Gabriela Nik. Ilieva Clinical Professor of South Asian Studies; Coordinator, Hindi and Urdu Programs Ph.D. 2000, University of Minnesota.

Office Address: Department of Middle Eastern and Islamic Studies 50 Washington Square South New York, NY 10012 Email: [email protected] Phone: (212) 992-9623 Fax: (212) 995-4689

Areas of Research/Interest gender and pragmatics in Hindi and Sanskrit, Medieval Indian poetics, historical Indo-Aryan linguistics, foreign language pedagogy External Affiliations President of the South Asian Language Teachers’ Association (2005-2009), Director of the South Asian Languages Database Project, National Heritage Language Resource Center, UCLA (20010-), Academic Director of the Hindi-Urdu and Arabic-Persian-Turkish Teacher Training Programs at NYU funded by the National Foreign Language Center, UMD (2008-), Taskforce member, STARTALK, National Foreign Language Center, UMD (2009). Bio: I teach Hindi language courses, as well as Ancient Indian Literature and Modern South Asian Literature courses. My research focuses on the way language encodes certain socio-cultural meanings and, specifically, on the formulation of gender (self/)identity in Hindi and Sanskrit literature as a dynamic process through which Indian social contexts are actively constructed by applying the so-called ‘doing/performing gender’ approach. My studies are also informed by pragmatics in its employment of inductive methodology in a rigorously empirical approach and by critical discourse analysis, in an effort to examine discourse structures that reproduce or challenge relations of power and dominance in Indian society. In addition, I have examined Medieval Indian poetics, namely the schools of alankaara (ornaments) and dhvani (suggested meaning) in comparison with Ancient Greek and Roman Rhetoric and some contemporary European literary theories. In the field of foreign language pedagogy, most recently I have been involved in teacher education and training in project- and standards-based instruction, curriculum design and use of authentic materials. I have also been working on examining the differences in the oral performance of Hindi and Urdu heritage and foreign language learners with focus on differentiated pedagogical approaches to teaching. Publications The Hymns of Apālā and Ghoṣā: Production of Gender Self-identity –Papers of the 12th World Sanskrit Conference, Eds. Petteri Koskikallio & Asko Parpola. Delhi : Motilal Banarsidass Publishers. 2010

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Glasove I Bagri ot India – Damyan Yakov, Sofia, Bulgaria. 2008. (ISBN 978-954-527-402-2)

“Project-Based Learning of Hindi: Managing the Mixed-Abilities Classroom”. South Asia Language Technology and Pedagogy, vol.1. 2008

"Gender Aspects in Parenthood and Childhood in the Rig Veda". 25 years Indology in Bulgaria. Sofia University Press. 2006

"Experiential Learning: Advanced Hindi Video Projects". Proceedings of Annual South Asian Languages Analysis Conference. 2004

"The Rig Vedic hymn as a Ritual Speech Event: 10.39 from a Pragmatic Perspective". Journal of Historical Pragmatics, Special Edition on Ritual, vol. 4, Number 2. 2003

“Common Representations of Women and Men in the Rig Veda”.South Asian Women Studies Journal, Vol.9, Number 1. 2003

“On the Origin of the Ergative”. Sagar, South Asian Research Journal, vol.4 #2. 1997

Language Teaching Materials and Websites

Virtual Hindi -- http://www.nyu.edu/gsas/dept/mideast/hindi/index.html

Virtual Hindi Interviews -- http://www.saffronthread.com/HindiVideo/

Language for Health -- http://hindiurduflagship.org/resources/learning-teaching/upcoming-resources/

Instructional Units – coming up shortly

Bindehswari Aggarwal

Hindi Language Lecturer; Language Lecturer of Middle Eastern and Islamic Studies

Areas of Research/Interest Hindi

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Rice University

CLIC Hindi

Language & Intercultural Communication Hindi is the official language of the Union government of India, the country with the second largest population in the world. Outside of Asia, Hindi is also an official language in Fiji.It is the second most spoken language in the world, after Chinese with more than 800 million people all over the world. These counts of Hindi speakers’ cover about 4.7% of world population. Hindi language is considered critical by the U. S. government, as Indian Americans are the third largest Asian American ethnic group in America who speak Hindi. This language is widely spoken in Australia, Bangladesh, Belize, Bhutan, Botswana, Canada, Djibouti, Equatorial Guinea, Germany, Guyana, Kenya, Nepal, New Zealand, Philippines, Singapore, Sint Maarten, South Africa, United Arab Emirates, United Kingdom, United States, Yemen and Zambia.

Hindi, also known as Khadi Boli, belongs to the Indo-Aryan branch of the Indo- European language family. It is mainly written in Devanagari script, also called Nagari. Formal Standard Hindi draws much of its academic vocabulary from Sanskrit, but the Standard Hindi has loans words from many other sources like Indo-Aryan, Persian, Arabic, Portuguese and English. Hindi has a presence on the internet, but due to lack of standard encoding, many times search engines cannot be used to locate text. Hindi is one of the seven languages of India that can be used to make web addresses. (URLs). It has also impacted the language of technology, with words such as ‘avatar’ (meaning a

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spirit taking a new form) used in computer sciences, artificial intelligence and even robotics.

The Hindi Language Program at Rice offers a three-year academic program of studies. Our Center also offers Certificate of Language and Cultural Competency in Hindi. The courses offered through CLIC guide students to understand the Hindi-speaking culture and society through our focus on language awareness and critical language analysis. The Hindi program at Rice CLIC is designed to teach Modern Standard Hindi Language.

 Faculty

Sarita Mehta

Sarita Mehta (Ph.D, Punjab University, and Chandigarh, India) is a Lecturer in Hindi at CLIC. She has more than two decades of teaching experience in various colleges and universities in India and New York. She is an author, artist, poet, and a professional endowed with thorough knowledge and experience in the areas of Hindi language and culture, instruction, technology applications, curriculum design, proficiency-based instructional strategies, diversity, and teacher training. Her educational papers, research documents, and articles have been published in various educational and social journals, magazines and books. She is the author of the book Aao Hindi Sikhen: Let Us Learn Hindi and has developed very creative and innovative methods of teaching Hindi and Indian culture. She is a constant learner, eager to acquire knowledge and share it.

office: 329 Rayzor Hall phone: 713.348. 2820 email: [email protected]

Center for Languages and Intercultural Communication - Rayzor Hall 235 6100 Main Street MS-36, Houston, Texas 77005 Mailing Address: P.O. Box 1892, Houston, Texas 77251 School of Humanities

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Department of Languages, Literatures, & Cultures

What is Hindi? Hindi is the national language of India, a nation of over 1 billion people. It is a direct descendent of Sanskrit. Who speaks Hindi? A 1997 survey found that 66% of all Indians can speak Hindi, and 77% of Indians regard Hindi as "one language across the nation". Why study Hindi?  For the intellectual enrichment, by learning a non-European language (though still belonging to the Indo-European family).  For an introduction to the culture of India. Language is one of the most important carrier of culture.  For good business. Hindi is essential to get to the mass market in India. Indian middle class is one of the largest emerging consumer groups in the world.  For reaching out to people in India while traveling. Most of the population of India does not know English.  For enjoying Hindi movies. India produces more Hindi movies than movies produced by Hollywood. Do I already know some Hindi words? Yes, if you understand words like Guru, Yoga, Pundit, Shampoo, Cot, Maharajah, etc., just to mention a few examples. Is Hindi spoken outside India also? Outside India, there are significant number of Hindi/Urdu speakers in Pakistan, Nepal, Mauritius, Surinam, Fiji, Trinidad and Tobago, Kenya, Uganda, South Africa, Singapore, many countries of the Middle East, and now even in Canada and USA. What does it entail to learn Hindi? To be able to read and write Hindi, you’ll learn Devanagari script, with 12 vowels and 36 consonants. It is written, just like English, from left to right and from top to bottom. It is a phonetic script. What are the origins of Hindi? Hindi is a direct descendant of Sanskrit through Prakrit and Apabhramsha. It has been influenced and enriched by Dravidian languages, Turkish, Farsi, Arabic, Portugese and English. What are the Hindi-speaking parts of India? The Hindi speaking region in India consists of Himachal Pradesh, Delhi, Haryana, Punjab, Chandigarh, Uttar Pradesh, Uttaranchal, Rajasthan, Madhya Pradesh, Bihar, Jhaarkhand and Chhattisgarh. It is also a working language in big cities like Mumbai, Kolkata, Hyderabad and Bangalore.

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How is Hindi related to Urdu? Urdu is the national language of Pakistan, and is spoken in a large part of Northern India. Urdu and Hindi are almost indistinguishable at an elementary level in speaking and in basic grammar. The difference comes in the choice of script for writing. Urdu uses Arabic script, in contrast to Devanagri script used for Hindi. Starting from the same Hindustani language, Urdu shows more inclination to borrow words from Persian and Arabic while Hindi leans on Sanskrit language. A typical Hindi movie may have dialogues and songs written by Urdu writers. Hindi Courses What are the courses offered at Saint Louis University? We offer a sequence of three courses, namely Hindi I, II, and III. This sequence satisfies the foreign language requirement of the College of Arts and Sciences of Saint Louis University. Hindi/Urdu I: (Credit 3, Prerequisites: none) Reading, writing, speaking and oral comprehension of Hindi/Urdu at an elementary level. Elementary grammar. Stress on developing good vocabulary. Learning phrases useful in daily life and while traveling in India. Writing summaries of Hindi movies in English. Special arrangement for teaching Urdu writing outside the class. Hindi II: (Credit 3, Prerequisites: Hindi I or Instructor's permission) Reading, writing (essays, stories, summaries of Hindi movies, etc.), and speaking. Intermediate grammar. Hindi III: (Credit 3, Prerequisites: Hindi II or Instructor's permission) Reading, writing and speaking at an advanced level, with introduction to modern Hindi literature.

Hindi Faculty Dr. Vijai Dixit

Professor, Department of Physics Ph.D., Purdue University

McDonnell Douglas Hall 2077 314.977.8421 [email protected]

Contact Saint Louis University The University's general mailing address and toll-free telephone number are: Saint Louis University One North Grand St. Louis, MO 63103 USA 1-800-758-3678 Asian Studies Minor Asian language  HIND 110 Communicating in Hindi I (3)  HIND 115 Communicating in Hindi II (3)  HIND 210 Intermediate Hindi: Language and Culture (3)

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22 SOAS UNIVERSITY OF LONDON

SOAS, University of London Thornhaugh Street, Russell Square, London WC1H 0XG Tel: +44 (0)20 7637 2388

SOAS LANGUAGE CENTRE

Hindi at SOAS Language Centre Hindi is one of twenty-two languages currently designated as ‘official’ within the Republic of India. It has the greatest number of speakers of any Indian language and is spoken, as either a first or additional language, by a number of people estimated to be in excess of 500 million within India alone.

Quite aside from its importance in its country of origin, Hindi is understood by many millions in the Indian diaspora and has served as the language of Indian cultural identity and of communication between speakers of related Indic languages. It is a language of daily use in territories as widespread as Fiji, Trinidad and Mauritius.

Structurally, Hindi is barely distinguishable from Urdu - a language that is wholly intelligible to speakers of Hindi at a basic conversational level. Where Hindi and Urdu part company is at the literary level, with the former using the Sanskrit alphabet and the latter employing a form of the Arabic alphabet modified through Persian influence.

The use of Hindi as a language of both administration and literature has increased steadily since Indian independence. Additionally, the importance of a prolific film industry, commonly referred to as ‘Bollywood’, has given Hindi a broad and global appeal beyond the administrative and literary contexts.

SOAS Language Centre in London offers a number of Hindi learners courses:

. Hindi Beginners . Hindi Lower Intermediate (Not currently available)

Hindi Beginners Course Duration: One-year course with 3 terms, 10 weeks per term, 2 hours per week Mode of Attendance: Part-time Fees: Course fees quoted are per term of 10 weeks. The aim of the course is to provide a thorough introduction to contemporary Hindi. By the end of the course, students will have covered basic grammatical constructions and acquired an essential working vocabulary allowing them to communicate within a limited range of situations in which learners are likely to find themselves. The language is presented together with the cultural context in which it is used so that learners are able to appreciate such things as appropriateness and linguistic etiquette when interaction takes place in the target language.

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Method

The course is taught in English and Hindi with coverage of the four skills of speaking, listening, reading and writing, and a balance between communicative activities, structure practice and grammar. Class size is normally limited to fifteen to allow intensive practice.

Assessment for Course Placement

If you are not a complete beginner, you need to take an assessment in order for us to place you on the course that is the most suitable for your language learning needs. See our page on course assessments.

Materials

The text that has been prescribed for the course is as follows: Snell, R. (2010) Get Started in Hindi (2nd Ed.). London: Teach Yourself Books. Course materials are not included in the course fee and can be purchased from the SOAS [email protected]. You are advised not to purchase course materials until your course has been confirmed.

You can enrol:

. online via our online store . in person by filling out a form in the Language Centre . by post by sending an Application Form (pdf; 35kb) to our office address . Please read our Terms and Conditions before applying for a course . We cannot accept cash payments under any circumstances

Not a complete beginner?

If you are not a complete beginner, you will need to complete an assessment for course placement, allowing us to decide which course is right for you.

To apply for an assessment please complete our Needs Analysis Form (pdf; 187kb) and send to the relevant email inbox where a Course Officer will contact you for scheduling.

Course Fees and Discounted Rates

An overview of our Short Course Fees and Discounted Rates. If you are eligible for a discount, you will not be able to complete your transaction on the Online Store. You will need to bring a paper Application Form (pdf; 35kb) , including your Staff/Student card for us to make a copy of, after which we can process your application at the discounted rate.

Returning students

If you are a returning student, you will have received a letter informing you of the procedures for rejoining prior to the start of the registration period. You can pay using any method indicated above. Returning students, if they are continuing onto the course indicated as the progression course, do not need to be assessed.

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Hindi Lower Intermediate Course Duration: One-year course with 3 terms, 10 weeks per term, 2 hours per week Mode of Attendance: Part-time Fees: Course fees quoted are per term of 10 weeks. This course is aimed primarily at those who have completed the Hindi Beginners course with the Language Centre and who wish to continue their studies. It is nevertheless available to those with the requisite level of Hindi, but applicants new to the Language Centre will have to undertake an assessment prior to registration.

Method The course is taught in English and Hindi and includes coverage of the four skills of speaking, listening, reading and writing and a balance between communicative activities, structure practice and grammar. Class size is normally limited to fifteen to allow intensive practice.

Assessments BA South Asian Studies Hindi Pathway

Overview

Naresh Sharma Convenor 2015 Entry Requirements  A Levels: AAB  A Level language preferred  IB: 35 (6/6/5) View list of alternative entry requirements Mode of Attendance: Full Time This page describes and outlines the Hindi Language Pathway through the BA South Asian Studies (4 years) and BA South Asian Studies and... (4 years) degrees. Hindi is the official language of India and is spoken across the northern states from Rajasthan in the west to Bihar in the east, and from Himachal in the north to Madhya Pradesh and Chattisgarh towards the south. It is very closely related to Urdu, and somewhat less closely to neighbouring languages such as Punjabi, Gujarati, Bengali and Nepali with which it shares the inheritance of Sanskrit.

Hindi is the first language of several hundred million speakers, and the second language of many more; it has a rich modern literature, while its regional dialects such as Braj Bhasha and Awadhi are the historical vehicle for religious and court poetry of the medieval period.

The Hindi pathway is designed to give students a high level of competence in speaking, understanding, reading and writing Hindi, and a good knowledge of its cultural context. It assumes no previous knowledge of Hindi or its script, though we do prefer candidates to have some record of successful

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language-learning, for example an A-level qualification in a European language. Students with previous knowledge of Hindi will be accommodated in a higher level course.

Students must take courses to the value of 4 units in each year of their degree. If a student passes 4 course units in one Pathway Language then the language will be named in the degree title, i.e. BA South Asian Studies (Hindi). Text, Directed Readings and literature courses, and an Independent Study Project in which the language is used to a large extent all count as language courses.

Students must discuss this with their undergraduate tutor at the end of year 1 or the beginning of year 2. The specialism will be added at the award stage only, when the degree has been completed, and will not feature during application or enrolment. As such, students should refer to the BA South Asian Studies (4 years) full and half degree pages for full and definitive outlines, structures, and lists of available courses.

Structure For full details of course listings (Lists A, B, or C as referred to below) see the lists under "Structure" on the BA South Asian Studies (4 years) or BA South Asian Studies and... (4 years) programme pages, as appropriate. Not all courses may run each year; students must seek advice from their undergraduate tutor before signing up for courses.

This structure indicates the expected progression for a student who begins their programme of Hindi language study without prior knowledge of the language (ab initio). Students who arrive with some prior knowledge of Hindi will follow a modified structure, to be worked out on an individual basis. Students may not take more than one language course at the elementary level in any given year. Passing of the intermediate level language course (or its equivalent) in Hindi is a prerequisite for admission to the Year Abroad.

Year 1 Core Courses . Hindi Language 1 - 155900501 (1 Unit) - Full Year . South Asian Culture - 155900812 (1 Unit) - Full Year for BA South Asian Studies (4 years): - an introductory course (or half-courses to the value of one unit) from List B OR a further course from list A - AND another course (or half-courses to the value of one unit) from List B OR an approved course in another department ("open option") for BA South Asian Studies and... (4 years): Two units in the other subject.

Year 2 Core Courses . Hindi Language 2 - 155901183 (1 Unit) - Full Year

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Compulsory Courses Students should take courses to the value of 1 unit in the combinations given below

. Readings in Contemporary Hindi - 155901185 (1 Unit) - Full Year for BA South Asian Studies (4 years): - a further course from List A or List C - AND a further course from List C OR an approved course in another department ("open option") for BA South Asian Studies and... (4 years): Two units in the other subject.

Year 3 Students will spend the whole academic year in India, where they are expected to attend an intensive language course at an appointed institution and are required to sit local examinations.

Year 4 Core Courses . Hindi Language 4 - 155901384 (1 Unit) - Full Year Compulsory Courses Students should take courses to the value of 1 unit in the combinations given below

. Literature & Colonialism in North India - 155901295 (0.5 Unit) - Term 1 . Narratives of Mobility in Contemporary Hindi Literature - 155901296 (0.5 Unit) - Term 1 or . Directed Readings in a South Asian Literature or Culture (Hindi) - 155901299 (0.5 Unit) - Term 1 . Extended Essay in South Asian Studies - 155901101 (0.5 Unit) - Term 1 or . Urdu Literacy - 155901247 (1 Unit) - Full Year or . Independent Study Project in South Asian Studies - 155900955 (1 Unit) - Full Year for BA South Asian Studies (4 years): Students can select a further language course from List A at intermediate or advanced level OR a course from List C OR an approved course in another department (open option) OR:

. Independent Study Project in South Asian Studies - 155900955 (1 Unit) - Full Year for BA South Asian Studies and... (4 years): Two units in the other subject.

List of optional courses For details of courses on Lists A, B and C, refer to the "Structure" section of the BA South Asian Studies (4 years) full or half degrees, as appropriate.

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Teaching & Learning

Year abroad

Students will spend the whole academic year in India, where they are expected to attend an intensive language course at an appointed institution and are required to sit local examinations.

Teaching & Learning

We have four levels of Hindi language courses, and most of the language teaching is done in small classes and is thoroughly interactive, with students being encouraged to use their growing knowledge of Hindi from the very outset. Advanced courses are largely taught in Hindi medium. Language courses are assessed by a combination of written and oral examination. The Department's core course South Asian Culture is taken in the first year, and gives a solid introduction to the broader culture of the region. The Hindi pathway is part of a four year degree, the third year (from September to March) being spent on a Year Abroad programme in India: students live with Hindi-speaking families and attend full-time Hindi- medium courses.

The degree offers a progression of courses in the language itself, concentrating on communication skills and using a wide range of source materials including news broadcasts, recordings, video, the internet, and much else besides.

Students are encouraged to take a course in Urdu; courses in other South Asian languages and subjects are also available.

Final-year options include an Independent Study Project, which gives the student an opportunity to use Hindi sources to pursue a subject of personal interest (in language, literature, politics, culture, religion, the arts and media, or any other aspect of contemporary or historical India), leading to the writing of a 10,000- word dissertation under tutorial supervision; the ISP may form a bridge to link the two halves of this two- subject degree.

Destinations As a student specialising in South Asia and Hindi, you will gain competency in language skills and intercultural awareness and understanding. Familiarity with the region will have been developed through a combination of the study of language, literature and culture (which can include literature, film, music, art and religion) of various parts of South Asia.

Graduates leave SOAS not only with linguistic and cultural expertise, but also with a portfolio of widely transferable skills which employers seek in many professional and management careers in both business and the public sector. These include written and oral communication skills, attention to detail, analytical and problem-solving skills, and the ability to research, amass and order information from a variety of sources.

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How to apply . How to Apply . UCAS website . Request a prospectus . Got a question - use our enquiry form (opens a new window) . Funding options . English language requirements . Tuition Fees . Admissions Contacts Scholarships Undergraduate Research Awards Application Deadline: 2015-04-24 00:00 For further information visit the Scholarships section

BA Hindi and ... (no longer on offer) This degree programme is no longer on offer, and has been replaced by the Hindi Language Pathway through the BA South Asian Studies (4 years) and BA South Asian Studies and... (4 years) degrees. This page remains only for the purpose of reference for students already enrolled. The Department continues to offer a full range of courses in Hindi language, literature and culture. Convenor: Dr Francesca Orsini Combined Honours Year 1 . Hindi Language 1 (core course) . South Asian Culture (compulsory course) . 2 units in other subject Year 2 . Hindi Language 2 (core course) . Readings in Contemporary Hindi (compulsory course) . 2 units in other subject Year 3 . Study in India Year 4 . Hindi Language 4 (compulsory course) . one further full Hindi unit from the following options: -Either: Literature and Colonialism in North India (0.5 unit) Term 1 and Narratives of Mobility in Contemporary Hindi Literature (0.5 unit) Term 2; -Or: Directed Readings in a South Asian Literature and Culture (Hindi) (0.5 Unit) Term 1 and Extended Essay in South Asian Studies (0.5 unit) Term 2; -Or: An Independent Study Project in South Asian Studies (1 unit)

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2 units in other subject

Postgraduate Courses Please note: Not all courses listed may be available every year. Please contact the relevant course convenor or Faculty Office.

Running 2014/15

 Hindi Language 1 (Postgraduate)  Hindi Language 2 (Postgraduate)  Hindi Language 3 (Postgraduate)  Hindi Language 4 (Postgraduate)

Hindi Language 1 (Postgraduate)

Course Code:15PSAC295

Unit value:1

Taught in:Full Year

Prerequisites

None

Objectives and learning outcomes of the course

At the end of the course, a student should be able to demonstrate…

1. knowledge and understanding of basic Hindi grammar 2. knowledge and understanding of essential Hindi vocabulary 3. knowledge and understanding of the appropriateness of basic Hindi structures and expressions in a given context 4. the ability to understand short passages in written Hindi on everyday topics 5. the ability to produce short passages in written Hindi on everyday topics 6. the ability to understand spoken Hindi on everyday topics 7. the ability to engage in short spoken discourse on everyday topics 8. knowledge and understanding of the role of language in general, and Hindi in particular, in language-based scholarship and research (specific learning outcome for PG students)

Workload

This course will be taught over 22 weeks with 5 hours classroom contact per week in language classes. 10 research seminars to be taken within SOAS. Attendance to be proven by signature from chair and to be submitted to the Associate Dean for Masters by the last day of term 2.

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Scope and syllabus

The course provides an introduction to Hindi language with emphasis on practical written and spoken Hindi. Communicative practice is established through learning language around dialogues dealing with a range of everyday situations, including travelling, buying and selling, and family life.

The course provides students with a basic knowledge of Hindi and practice of using Hindi in a variety of everyday situations. It allows students to interact with Hindi speakers in Hindi and to use original Hindi language sources within the level covered in the course. This provides students with a basis to approach research topics relating to Hindi language and the histories, societies and cultures associated with Hindi.

Method of assessment

One three-hour written examination taken in May/June (40%); a translation project to be completed over the academic year of a suitable length to be submitted on the last day of term 2 (30%); one oral examination of 15 minutes taken in May/June (20%); 1 hour classroom test (5%); 1 hour classroom test (5%).

Suggested reading

. Snell, Rupert. 2000. Teach Yourself Hindi. London, Hodder Education . additional materials which will be made available throughout the course.

Hindi Language 2 (Postgraduate)

Course Code:15PSAC296

Unit value:1

Taught in:Full Year

Prerequisites

Hindi Language 1 (Postgraduate) or equivalent

Objectives and learning outcomes of the course

At the end of the course, a student should be able to demonstrate…

1. knowledge and understanding of intermediate Hindi grammar 2. knowledge and understanding of a wide range of Hindi vocabulary 3. knowledge and understanding of the appropriateness of a wide range of Hindi structures and expressions in a given context 4. the ability to understand passages in written Hindi of medium length on everyday and some specialised topics 5. the ability to produce passages in written Hindi of medium length on everyday and some specialised topics

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6. the ability to understand spoken Hindi of medium complexity on everyday and some specialised topics 7. the ability to engage in short spoken discourse of medium complexity on everyday and some specialised topics 8. knowledge and understanding of the role of language in general, and Hindi in particular, in language-based scholarship and research (specific learning outcome for PG students)

Workload

This course will be taught over 22 weeks with 4 hours classroom contact per week in language classes. 10 research seminars to be taken within SOAS. Attendance to be proven by signature from chair and to be submitted to the Associate Dean for Masters by the last day of term 2.

Scope and syllabus

The course provides teaching and learning of intermediate level Hindi language with emphasis on practical written and spoken Hindi. The course covers complex points of word and sentence structure as well as textual relations in Hindi writing and discourse. Communicative practice and structural knowledge is established through reading and discussing a variety of Hindi texts dealing with different topics and of different length and complexity.

The course provides students with intermediate knowledge of Hindi and practice of using Hindi in a variety of everyday and more specialised situations, including the understanding and expression of opinions and different points of view. It allows students to interact with Hindi speakers in Hindi and to use original Hindi language sources within the level covered in the course. This provides students with a basis to approach research topics relating to Hindi language and the histories, societies and cultures associated with Hindi.

Method of assessment

Suggested reading

Internally produced course book of reading and translation passages, supplemented by topical materials linked to weekly themes, providing the basis of conversation and essay writing. Additional materials will be made available throughout the course. Hindi Language 3 (Postgraduate)

Course Code:15PSAC297

Unit value:1

Taught in:Full Year

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Prerequisites

Hindi Language 2 (Postgraduate) or equivalent

Objectives and learning outcomes of the course

At the end of the course, a student should be able to demonstrate…

1. knowledge of distinctions of style and register in Hindi, the complementary nature of various different styles of Hindi vis-à-vis the concept of a uniform ‘standard Hindi’. 2. knowledge and understanding word-formation and etymology in Hindi 3. knowledge and understanding of the appropriateness of advanced Hindi structures and expressions in a given context 4. the ability to understand the content and nuances of style in a broad range of Hindi ‘texts’ (including films, short plays, songs, web articles, stories, formal and informal correspondence) 5. the ability to comment on the content and style of these passages in written Hindi 6. the ability to comment on the content and style of these passages in spoken Hindi 7. the ability to engage in spoken discourse on a wide range of topics 8. knowledge and understanding of the role of language in general, and Hindi in particular, in language-based scholarship and research (specific learning outcome for PG students)

Workload

This course will be taught over 22 weeks with 3 hours classroom contact per week in language classes. 10 research seminars to be taken within SOAS. Attendance to be proven by signature from chair and to be submitted to the Associate Dean for Masters by the last day of term 2.

Scope and syllabus

The course aims at augmenting the student’s awareness of distinctions of style and register in Hindi by working on ‘texts’ of different kinds; the range will include transcriptions of popular film dialogue, short dramas, formal and informal correspondence, narrative prose, film lyrics and news broadcasts. A further aspect of the course will be to look at word-formation and processes of etymology, and subsequently to consider the complementary nature of various different styles of Hindi vis-à-vis the concept of a uniform ‘standard Hindi’.

Communicative practice is established through listening and discussing the texts and the topics they introduce, with particular reference to the context-bound nature of language and ideas. This provides students with a range of materials to approach research topics relating to Hindi language and the histories, societies and cultures associated with Hindi.

A series of special PG lectures with associated seminars structured around the six themes Structure, Texts, Identity, Society, Translation and Transformation (provided for PG students studying different languages) introduces students to general questions of the role of language in language-based scholarship and research and provides them with the critical and methodological skills to relate their language acquisition to the thematic aspects of the studies.

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Method of assessment

One three-hour written examination taken in May/June (40%); a translation project to be completed over the academic year of a suitable length to be submitted on the last day of term 2 (30%); on essay of 400 (written in Hindi) to be submitted on day 2, week 7, term 1 (10%); an oral examination of 30 minutes taken in May/June (15%); one oral presentation (5%).

Suggested reading

. Materials will be made available throughout the course.

Hindi Language 4 (Postgraduate)

Course Code:15PSAC308

Unit value:1

Taught in:Full Year

Objectives and learning outcomes of the course

At the end of the course, a student should be able to demonstrate…

1. knowledge and understanding of complex Hindi grammar structures, and basic Persian and Arabic structures that are found in Hindi/Urdu 2. knowledge and understanding of a wide range of Hindi vocabulary, from highly Sanskritized to fairly Persianized 3. knowledge and understanding of the appropriateness of advanced and colloquial Hindi structures and expressions in a given context 4. the ability to understand long passages in written Hindi on any topic 5. the ability to produce passages of the appropriate length in the appropriate register of written Hindi on any topic 6. the ability to understand spoken Hindi on any topic and at every level of the language 7. the ability to engage in spoken discourse on any topic and at any level of the language 8. knowledge and understanding of the role of language in general, and Hindi in particular, in language-based scholarship and research (specific learning outcome for PG students)

Workload

Total of 22 weeks teaching with 4 hours language classes per week. 10 research seminars to be taken within SOAS. Attendance to be proven by signature from chair and to be submitted to the Associate Dean for Masters by the last day of term 2.

Scope and syllabus

The course presumes already advanced knowledge of the Hindi language. The emphasis is on learning and using specialist vocabulary from a variety of areas (politics, religion, psychology and emotions, patriarchy, development, Perso-Urdu culture, patriarchy, etc.). A wide range of (mostly

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web-based) audio-visual material is used for the purpose, as well as appropriate selections from plays, stories and articles. Listening and reading comprehension of difficult passages and specific language registers is fostered throughout. Proficiency in written Hindi is fostered through writing of responses, speeches, articles on specific topics or using specific language registers or idiolects.

Communicative practice is established through discussion in Hindi of the issues arising from the specific topics, role-plays and presentations. Hindi alone is used throughout the course.

The course provides students with an advanced knowledge of Hindi and practice of using Hindi in a variety of situations. It allows students to interact with Hindi speakers in Hindi and to use original Hindi language sources within the level covered in the course. This provides students with a basis to approach research topics relating to Hindi language and the histories, societies and cultures associated with Hindi.

Method of assessment

One three-hour written examination (50%); a translation project to be completed over the academic year of a suitable length to be submitted on the last day of term 2 (30%); an oral examination (15%) taken in May/June, and coursework (5%).

Suggested reading

1) The course will be based on . Advanced Hindi course pack and additional materials which will be made available throughout the course.

2) Additional Hindi References Hindi Learning Resources . Jain, Usha R. 2007. Advanced Hindi grammar. Berkeley: Center for South Asia Studies, University of California. . Montaut, Annie. 2004. A Grammar of Hindi. München: Lincom Europa . Sandahl, Stella. 2001. A Reference Grammar of Hindi. Leuven: Peeters. . Shackle and Snell. Hindi and Urdu since 1900. London : School of Oriental and African Studies, University of London, 1990 . McGregor, R.S. 1993. The Oxford Hindi-English Dictionary. Oxford: Oxford University Press. Linguistic Studies . Masica, Colin P. 1991. The Indo-Aryan Languages. Cambridge, Cambridge University Press . Kachru, Yamnua. 1980. Aspects of Hindi Grammar. New Delhi: Manohar. . Oberlies, Thomas. 2005. A historical grammar of Hindi. Graz: Leykam. . Beg, M.K.A. Socio-Linguistic Perspectives on Hindi and Urdu in India. New Delhi : Bahri Publications, 1996 . Pandit, Ira. 1986. Hindi English code switching : mixed Hindi English. Delhi: Datta Book Centre, 1986 . Shackle, C (ed.). 1985. South Asian Languages: A Handbook. London, SOAS . Abbi, Anvita. 2001. A manual of linguistic field work and structures of Indian languages. Munich: Lincom Europa.

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The Hindi Programme

The Hindi programme runs in Jaipur, Rajasthan, beginning in early September and ending in March; there is a Christmas break, and several shorter breaks and public holidays throughout. The course is designed and run for SOAS by the American Institute of Indian Studies (AIIS); students are housed as paying guests with Hindi-speaking families, and attend a demanding but rewarding course in which they are taught the full range of language skills through Hindi medium. Much use is made of audio-visual materials (especially Hindi films); the course includes the study and analysis of literature, as well as a wide variety of other media, and the AIIS staff also organise trips to local places of interest. The AIIS teachers are happy to respond to individual learning needs, and to help students pursue particular interests as they hone their linguistic skills.

Jaipur, a state capital, is the ideal location for a course of this kind: it is a large and vibrant city with strong artistic traditions and rich historical associations, but its scale is manageable and its climate not too challenging - at least during the months of the SOAS programme. Those who go on this programme find that the months spent in Jaipur, living and working in a Hindi-speaking environment, help them get closer to the language than can ever be managed in a classroom in London. Students begin the programme with a sound knowledge of Hindi from their SOAS courses taken over the previous two years; but they end it with a greatly enhanced fluency and a much-deepened awareness of Indian culture generally - not to mention a whole bagful of travellers' tales.

FACULTY Mr Naresh Sharma BA, MA (London) .

Department of the Languages and Cultures of South Asia Senior Lector in Urdu and Hindi

SOAS South Asia Institute Academic Staff, SOAS South Asia Institute Name:Mr Naresh Sharma

Email address:[email protected]

Telephone:020 7898 4296

Address:SOAS, University of London Thornhaugh Street, Russell Square, London WC1H 0XG

Building:Russell Square: College Buildings

Office No:452

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Office Hours:Tuesdays & Thursdays 3-4pm

Mr Rakesh Nautiyal BA MA (Garhwal) LLB

Department of the Languages and Cultures of South Asia Senior Lector in Hindi

SOAS South Asia Institute Academic Staff, SOAS South Asia Institute Name:Mr Rakesh Nautiyal

Email address:[email protected]

Telephone:020 7898 4304

Address:SOAS, University of London Thornhaugh Street, Russell Square, London WC1H 0XG

Building:Russell Square: College Buildings

Office No:452

Office Hours:Wednesdays 11:30-13:30/Fridays 11:00-13:00

Biography

Rakesh Nautiyal taught Hindi for many years at the Landour Language School in Mussoorie, Uttaranchal, and countless South Asianists and others from the USA and the rest of the world have benefitted from his teaching. As well as contributing to the Hindi programmes in the South Asia Department, Rakesh also leads the team of teachers offering Hindi courses in the School's Language Centre. He also works on the grammar of Himalayan dialects, particularly those in Garhwal and Kumon.

Professor Francesca Orsini BA (Venice), PhD (London)

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Department of the Languages and Cultures of South Asia Professor of Hindi and South Asian Literature

Centre of Jaina Studies Member, Centre of Jaina Studies

SOAS South Asia Institute Academic Staff, SOAS South Asia Institute

Centre for Cultural, Literary and Postcolonial Studies (CCLPS) Member

Centre for the Study of Pakistan Academic Staff, Centre for the Study of Pakistan Name:Professor Francesca Orsini

Email address:[email protected]

Telephone:020 7898 4242

Address:SOAS, University of London Thornhaugh Street, Russell Square, London WC1H 0XG

Building:Russell Square: College Buildings

Office No:419

Office Hours:Mondays 1-3pm

Biography

Francesca Orsini is Professor of Hindi and South Asian Literature. She took her undergraduate degree in Hindi at the University of Venice, followed by a long spell in Delhi. Her PhD research at SOAS was on the Hindi public sphere of the 1920s and '30s, published as The Hindi Public Sphere 1920-1940: Language and Literature in the Age of Nationalism (OUP Delhi 2002, Hindi tr. Vani 2010). She taught at the University of Cambridge for several years and joined SOAS in 2006, where she teaches courses on Hindi language, literature, the literary history of South Asia, and contemporary politics of culture.

Professor Orsini's research interests span modern and contemporary Hindi literature; popular literature in Hindi and Urdu such as detective novels, romantic fiction, and barahmasas; women writers and women's journals; book history and nineteenth-century commercial publishing in Hindi and Urdu; the multiligual history of literature in early modern North India. She has organized several workshops and conferences, including one on Love in South Asia (CUP 2006).

Her most recent book, Print and Pleasure (Permanent Black 2010), explored the genres of commercial publishing in nineteenth-century north India, while the collection she edited on Hindi and Urdu Before the Divide (Orient Blackswan 2009) proposed ways of approaching Hindi and Urdu literary genres not as

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watertight traditions but as possibilities within the multilingual literary and linguistic world of early modern North India.

Between 2006 and 2009 she ran a research project on "North Indian Literary Culture and History, 1450- 1650", funded by the AHRC. The project sought to rethink the history of north Indian literature from a sustained multilingual perspective, and included a series of seminars, workshops, and 3 annual conferences. Two volumes of proceedings are going to be published: After Timur Left (co-edited with Samira Sheikh, forthcoming from OUP New Delhi in 2014) surveys political formations and cultural production and circulation in fifteenth-century North India. Tellings and Texts (co-edited with Katherine Schofield) contains essays on music, story-telling and performance in Persian, Braj Bhasha, Hindavi, Bengali, Newari, etc. and seeks to make an argument about the interconnectedness and complexity of north Indian performance traditions and their importance to the understanding of cultural, social and political history.

At present she is working on two projects: an international collaboration with SARAI/CSDS (New Delhi) on Hinglish, funded by the British Academy; and a new project on a multilingual history of Awadh that seeks at the same time to engage with current models of world literature by offering a ground-up perspective that is mindful of local audiences and of multiple levels of literary production and circulation. In 2013-2014 she is a Fellow at the Radcliffe Institute, Harvard University. Conversational Hindi Summer Intensive Course 2013

Summer Intensive Course in July 2013 Duration: 10 hours for 1 week only ( three evenings a week and Saturday daytime)

Anil Biltoo Convenor Start of programme: July 2013 Mode of Attendance: Part Time Who is this programme for?: A one-week intensive course aimed at those who already possesses a working knowledge of Hindi and who wish to practise or to improve their conversational skills.

Explanations are given in English but the emphasis is on using as much Hindi as possible. Class size is normally limited to fifteen to allow for close involvement.

Summary of course contents

. Introducing yourself and talking about your daily routine

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. Where did you learn Hindi before coming to SOAS? . Speaking about family and friends . Living at home: the city and the country . Leisure and free time: hobbies and entertainment . Travelling around: dates, seasons, the weather . Current affairs . Future plans and intentions . Role play (topic to be decided) . Presentation of participants’ own topics

Assessment

There is no assessment requirement for the course, since the course is aimed at a range of participants who have not necessarily learnt Hindi in the same environment (i.e. formally, informally) or for the same amount of time.

As an indicator of the level of Hindi presupposed, participants are advised to refer to the contents section of the set textbook

It is a widely available text and Amazon also offers a ‘look inside’ option’: See Amazon. The starting point will be at around Unit 12, where compound verbs are introduced. It is expected that participants will already be able to form sentences using past, present and future tenses but are unlikely to be over-familiar with relative clauses or with passive constructions.

Continuing your study

The course is designed to make you more confident in your ability to use Hindi in a number of situational contexts, giving you the ability to continue your study of Hindi either privately or in a small group. Please be advised that the course is self-contained and is not designed to lead to a further scheduled course at the Language Centre.

Fees: The fee for this 10-hour intensive course is £150 payable in advance. The SOAS Language Centre course in Hindi is designed to give participants who already possess a knowledge of written and spoken Hindi the opportunity to practise or to improve their conversational skills. The course takes the form of a series of situational contexts in which participants will be asked to understand what is taking place around them and to respond in comprehensive and clear Hindi. The approach is interactive and participants will be invited to speak to the teacher and to others on the course by asking questions, giving responses and entering into role-plays that make use of the vocabulary and grammar relevant to the session in question.

Materials

The set textbook is as follows: Snell, R (2010) Teach Yourself Complete Hindi. London: Teach Yourself Books.

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The textbook is not included in the course fee and can be purchased from the SOAS [email protected]. You are advised not to purchase the text until the course has been confirmed. Bespoke materials have also been created for this course. These will be made available to participants free of cost once the course has started.

Timetable

Monday 1 July, 19:00-21:00 Wednesday 3 July, 19:00-21:00 Thursday 4 July, 19:00-21:00 Saturday 6 July, 10:00-noon; 13:00-15:00

Terms and Conditions

Please see our terms and conditions of payment, available on the web and on the application form, before enrolling onto the course.

Application Procedures

Completed application forms, together with payment for the course fee should be returned to the SOAS Language Centre. Please note that classes may fill up quickly. It is best to apply early in order to avoid disappointment. Dr Anil Biltoo BA (London), MA (London), DPhil (York)

Language Centre Head of Languages Name:Dr Anil Biltoo

Email address:[email protected]

Telephone:+44 (0)20 7898 4684

Fax:+44 (0)20 7898 4889

Building:21/22 Russell Square

Office No:T315

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Dr. Martha Selby, Chair120 INNER CAMPUS DR STOP G9300 WCH 4.134 78712-1251 • 512-471-5811 Hindi

The Department of Asian Studies offers Hindi courses at a sequence of levels from elementary to advanced. While fuller details are given in the individual syllabi, the overall curriculum is as described below.

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Note that courses HIN 506-507, HIN 604-612, and HIN 118 focus on language acquisition, rather than the study of literature — though literature and media of many kinds will feature in their materials. The HIN 506-507 and HIN 604-612 sequences give a balanced emphasis on the ‘four skills‘ — listening, speaking, reading, and writing. HIN 330 courses have a more text-based approach. The special curriculum of theHindi Urdu Flagshipmay be viewed here:

Course Sequence

The Hindi-Urdu Flagship program offers dedicated Hindi-Urdu language learners a four- to five- year honors level program. The curriculum is designed to help students develop superior-level language skills while pursing degrees in the academic major of their choice. Because of the number of credit hours achieved via HUF courses, many students can add a second major in Asian Cultures and Languages without significant extra coursework. Here is an overview of the HUF course sequence:

HUF Year Semester Courses Credits Hindi or Urdu 506 5 Fall 1 hour weekly tutoring 0

Foundation Year* Hindi or Urdu 507 5 Spring 1 hour weekly tutoring 0

Hindi or Urdu 312K 3 Fall Urdu 118K 1

Hindi or Urdu 312L 3 First-Year Urdu 118L 1 Spring

ANS 302K Introduction to India 3

Discussion Session: Intro to India 0

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HUF Year Semester Courses Credits Summer in India (Jaipur for Hindi or Lucknow for Urdu)

Hindi 332 Advanced Language 3 Fall Hindi/Urdu 330 Topics Course** 3 Second-Year Urdu 332 Advanced Language 3 Spring Hindi/Urdu 330 Topics Course** 3

Language Courses 6 Fall: Jaipur UT Content Courses 6 Third-Year Language Courses 6 (Year in India) Spring: Lucknow UT Content Courses 6

Professional Internship 3

Hindi or Urdu 434K Fall 4

(Hindi-Urdu Media) Fourth-Year Hindi or Urdu 434L Spring 4

(Senior Project)

*Note: The Foundation Year is only for students with no background in Hindi or Urdu. If entering through the Foundation Year, the HUF curriculum usually takes five years to complete. Students with approximately “intermediate” proficiency in either Hindi or Urdu enter HUF at the first-year level with the program usually taking four years to complete. **Note: Second-Year students must take one Hindi 330 Topics course and one Urdu 330 Topics during the year. They may choose which semester they would like to take the Hindi 330 Topics course and which semester they would like to take the Urdu 330 Topics course.

Degree Plans

Filling out a degree plan may help scholars better organize the sequence of courses required to complete their major, HUF, and UT general education requirements. The College of Liberal Arts provides a large database of downloadable sample and blank degree plans (the Asian Cultures & Languages – Hindi/Urdu worksheet is particularly relevant to HUF scholars). Degree plans are also available from the academic advising units of each undergraduate college at UT. Sample

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four-year plans are intended to serve as general examples of how a student can progress towards graduation; it is not an official degree plan. Students should consult with both their major and HUF academic advisors to determine the course of study best suited to their academic goals and interests.

______HIN 506 (fall), HIN 507 (spring) First-Year Hindi These 5-hour courses are designed for beginners who have no previous knowledge of Hindi or its script. Students who successfully complete HIN 507 may proceed to the second-year sequence HIN 312K and 312L, described below. HIN 604 (fall) + HIN 612 (spring) Accelerated First-Year Hindi These 6-hour courses are designed for students with a background in spoken Hindi; literacy skills are not a prerequisite, and will be taught in the classes. Students who can already follow and take part in a simple Hindi conversation belong in this course sequence, and not in HIN 506-507. Students who successfully complete HIN 612 may proceed to HIN 330 courses; they may not proceed to HIN 312KL-HIN 312L. Students who are unsure about whether they belong in the HIN 506/507 or HIN 604/612 track should consult Professor Gautami Shah ([email protected]) for appropriate placement. HIN 118 (normally fall) Practice in Spoken Hindi This mid-intermediate level, one-credit course meets for two hours. It is typically taken in parallel with HIN 604 or HIN 312K, but may also be taken independently. HIN 312K (fall) + HIN 312L (spring) Second-Year Hindi This high-intermediate level course is for students who have successfully completed the HIN 506-507 sequence, or who can demonstrate equivalent knowledge (including literacy). It prepares students for the study of literature in the various HIN 330 courses shown below. HIN 330/384 courses (the 384 variant is for graduate students, and has augmented coursework). Various different 3-hour courses exist under this heading; they may be repeated for credit when the topics vary. Consult the course catalogue for availability. Two examples are:  HIN 330/384: Style & Register in Hindi — a course in all four of the language skills, based on the study and emulation of Hindi styles in a wide range of written texts and other media.  HIN 330/384: Autobiography in Hindi — reading and Hindi-medium discussion of extensive selections from autobiographical writing.

Bachelor's Degree Program in Asian Cultures and Languages — 2010-2012 catalog Specialization in Chinese, Hindi/Urdu, Japanese, Korean, Malayalam, Sanskrit, or Tamil

Intended for students desiring to focus on one country or language, the undergraduate major in ACL is designed to provide competence in one Asian language, a deep and broad knowledge of the cultural and geographic area represented by that language, and familiarity with other regions of Asia. The Department offers specializations in Chinese, Hindi, Japanese, Malayalam, Sanskrit, Tamil, and Urdu. For a list of approved courses for the following specializations, see the Area list page. Hindi/Urdu Specialization Requirements (download PDF) 24 semester hours including at least 21 hours of upper-division coursework:  12 hours upper-division Hindi and/or Urdu  3 hours specified Asian Studies Senior Seminar ANS 378  9 hours (including 6 upper-division) additional Asian Studies coursework related to South Asia 3 hours of upper-division coursework in Hindi, Urdu or Sanskrit may be counted towards this requirement. See the Area list page for a list of approved courses for this requirement.

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Minor Requirements for Students Majoring in Asian Cultures and Languages

 12 hours of coursework in an approved area including 6 hours of upper-division coursework OR

 9 hours beyond 507 (including 3 upper-division) in a second foreign language (i.e. a language other than the one used for the Liberal Arts Foreign Language Requirement). Students may choose a minor from virtually any department or program in the university. You may choose a minor from virtually any department or program in the university. Transfer students should remember that 60 hours must be taken in residence at UT Austin.

Download the sample four year plan for Asian Studies majors See the College of Liberal Arts degree plans page for all of the degrees available in Liberal Arts.

 Faculty

Herman Van Olphen Professor Emeritus — Ph.D., University of Texas at Austin Curriculum Vitae

Contact  E-mail: [email protected] Biography Courses taught: All levels of Hindi-Urdu Flagship Hindi and Urdu language courses; First Year Bengali I and II; Second Year Bengali I and II; Hindi Literature Interests Hindi Language and linguistics; language and nationalism

Rupert Snell

Professor — Ph.D., University of London Professor and Director of Hindi Urdu Flagship Program Curriculum Vitae

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Contact  E-mail: [email protected]  Phone: 512-471-7955  Office: WCH 4.104C  Office Hours: SPRING 2015: T TH 11-12:30  Campus Mail Code: G9300 Biography

Courses taught: Undergraduate courses: First Year Hindi II; Panorama of Hindi Literature; Flagship Hindi I, III; Flagship Urdu I; Narrative in Pre-Modern India; My Sweet Lord: Devotion in Medieval India; Landscape and Locale in India

Graduate courses: Panorama of Hindi Literature; Interests Poetics and aesthetics in pre-modern Hindi; poetry in Braj Bhasha and Awadhi dialects.

Gautami Shah Senior Lecturer — M.S., Purdue University

Contact  E-mail: [email protected]  Phone: 512-475-6033  Office: WCH 4.104GA  Office Hours: SPRING 2015: MW 3:30-4:30 & by appointment.  Campus Mail Code: G9300 Interests Language pedagogy (Hindi); Contemporary South Asian literature with a focus on communal conflicts, gender issues, caste, religion and immigrant experiences; Curriculum development; Innovative use of technology in language teaching; Program development; Less commonly taught languages

Vidhu Chaturvedi Lecturer — MA, Banaras Hindu University, (Varanasi, India) Curriculum Vitae " In a Language Course learner is the center and focus of ALL our activities ! "

Contact  E-mail: [email protected]  Phone: Work: 512-471-0304, Cell: 512-924-4630

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 Office: WCH 4.104 (Hindi Urdu Flagship, general purpose hall)  Office Hours: SPRING 2015: M/W 02:00-03:30; TTh01:00-03:00 ; Friday / other time - by prior appointment (mail or in person)  Campus Mail Code: B7700 Contact

E-mail: [email protected] Phone: 512-496-6537 Office: HRH 3.102

Biography BIOGRAPHY Vidhu Shekhar Chaturvedi

Education & Qualifications 1. M.A. English Literature: Benaras Hindu University, Varanasi: 1984 2. Hindi Literature (as a compulsory subject) till B.A. 3. Educated in Elementary Sanskrit and Writing of Literary Hindi (critiques, essays and creative writings) by a Private Tutor, Late Pt. Janaki Naath Tripathi (Familial Guru ji). 4. Self educated -through various AIIS Workshops focusing on use of technology, with help from friends and colleagues and with consistent practice- in the use of computers for Language Teaching 5. First Language: Hindi 6. Other Languages: English, Various Dialects of the Hindi Language

Teaching & Working Experiences Miscellaneous Jobs / Occupations 1985-90: Worked as Private Tutor (English and Hindi) with Indian, college- level students, and as Research Assistant with some American Scholars. (Around this time, in my eager youthfulness, I also tried my hand on some odd jobs like Medical Representative {Microlabs} and Office Assistant {AIIS}, but was not able to cope with them.)

1990-91: Taught English Language to Law Students at Kashi Vidyapith (State {Provincial} Level University), Varanasi, in the capacity of a Temporary Lecturer. The position was temporary. (The department soon ran into financial problems and was closed down!)

1992-98: As Research Assistant Worked on this occasion much more earnestly and with total commitment- in the capacity of Research Assistant for severalEuropean and American Scholars working for their Ph.D., withProfessors writing books / doing research work, and with Authorswriting books and “Desk Top” books.

The work involved explorations for information, establishing and strengthening contacts, numerous translations, and incisive, penetrating interviews with people from almost all social registers. My field was entire U.P. (Uttar Pradesh) and parts of M.P. (Madhya Pradesh) in India.

Some important people with whom I have worked are Professor John E. Gent, Department of Political Science and Foreign Affairs,Virginia University, now Treasurer of the AIIS (American Institute of Indian Studies), Pramila Jaypal, Author with Institute of Current World Affairs and the author of "Pilgrimage" and other books on socio-cultural scenario of India, Stephen P. Huyler, author of "Village India", "Painted Prayers" and "Gifts of Earth", Professor David Kinsley from Canada, Professor Don Statner

Translations included instant oral translations (Hindi / Hindi Dialect-English and Vice-Versa) and much more time- taking, challenging, written translations of various texts, both classical and vernacular.

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Enjoyed excellent reputation and recognition as the most competent and resourceful Research Assistant in Varanasi, India.

Interests 1.Preparation of Instructional Materials, 2. Vocabularies (Love words and nuances of their meanings and usage), 3. Classical and Popular Hindi Films, especially from 1940s, 50s, 60s and 70s 4. Popular and Classical Hindi Literature and 5. Language in the Socio Cultural Context and 6. Influence of Socio-Cultural Environment in the Formation, Structure and Expressions of Language.

AS LANGUAGE INSTRUCTOR September 1998-December 2009: Worked as Teacher of the Hindi Language at the Hindi Language Program, American Institute of Indian Studies, India -teaching all components of the Hindi Language to all levels of learners.

The HLP, AIIS is primarily designed and equipped for Advance Level American Students / Scholars. There is Summer Language Program (SLP) that runs during June-August and the Academic Year Language Program (AYLP) that runs during September-April. Over the years, under the auspices of this great institute, AIIS, I was assigned several additional responsibilities, even while I was working with the AIIS regular students alongside:

1. Was given charge of SOAS (England) students when the AIIS decided to open its doors for them in 2002. Professor Rupert Snell (author of the celebrated 'Teach Yourself Hindi'), who is presently Vice Chair, HUF at UT was then with the SOAS. Heaps of weekly reports sent to the SOAS during 2002-2009 are testimony to my hard work. Professor Snell has called these reports "valuable documents in themselves" in his communications with us. SOAS students have been regularly with the AIIS in India ever since for the AYLPs (Academic Year Language Programs: September-April) and the SOAS-AIIS tie-up has become of a permanent nature now: a testimony to my hard work.

2. In the year 2006 was sent for some weeks to Hyderabad University to help Hindi Learners and to guide and train their faculty.

3. Was given charge of students of the NYCG (New York Consortium Group), now known as NYSICCSI, when in the year 2007 the consortium approached the AIIS to facilitate Hindi teaching for its students. The students, usually 20-24 in numbers, are mostly at the Novice-Mid Level, having initiated Hindi Learning for a few weeks at the Landour Language School, Mussoorie, India.

While working with the NYSICCSI and the SOAS students, I continued to work with the regular AIIS students as well. In 2008 I was invited to Mussoourie for a week to study Landour Language School’s pedagogy and the methodology while the NYSICCSI students were being instructed there. Worked with NYSICCSI students in 2007, 2008 and in 2009.

The NYSICCSI was very much impressed with the AIIS for the excellent teaching offered and now this tie up of the NYSICCSI with the AIIS has also become of a permanent nature.

4. In the Summer of 2008 the AIIS for the first time admitted beginner students to the Hindi Language Program. Was given charge to run the first ever Elementary Hindi Language Program launched by the AIIS. It was very successful, both in the years 2008, and 2009 and now the AIIS, for the Summer Programs (June-August), has three programs: the Advance Language Program, the Intermediate Language Program (initiated and made successful by Dr. Rakesh Ranjan, previously with the Atlanta University and now with Columbia University, New York) and the regular Advance Language Program.

January 2010-Till Date: Working for the University of Texas at Austin, TX, USA under the Department of Asian Studies. Teaching the HIN 506 (First Year Hindi -I), HIN 507 (First Year Hindi -II), HIN 604 (Accelerated First Year Hindi -I) and HIN 612 (Accelerated First Year Hindi -II)

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Teaching Materials While working with the AIIS, haveconsistently prepared numerousvocabularies for Magazine Articles, Hindi Literature, Listening Comprehension (Audio / Video), Film Classes, teaching materials for Grammar Classes and Vocabulary Classes and Various Reference Materials (notes and vocabularies pertaining to various festivals and technical, situational vocabularies etc.) Have produced so much material,almost on daily basis that it was near impossible to keep track and account of them.

During the recent years, production of vocabulary materialspertaining to nuances of meanings and usage of terms / words, with various illustrious examples, has earned me immense credit and popularity among Advance / Intermediate Level learners. Produced lots of materials for all levels of students: ranging from the veryBeginner (Grammar Handouts and others) to very Advance / Superior Level. Have also updated, modified or refined almost all the pre-existing teaching materials at the HLP, AIIS. Have also prepared and posted -and keep preparing and posting- on theBlackboard quite a bit of Instructional Materials of all kind, Drills and Reference Materials while working for the HIN 506 / 507 (First Year Hindi -I, II) and the HIN 604 / 612 (Accelerated First Year Hindi -I, II) courses at the University of Texas at Austin. Quite expeditious and effective in preparing teaching materials, for I simply love doing it to help my students. I endeavor to prepare materials according to students’ current levels and in accordance with their pre-existing and ever growing knowledge and skills, always keeping the A+1theory in mind. (A= what the leaner knows, 1 = the right amount of input)

Professional Development Activities

 7 (Seven) Annual Workshops and 02 Mini Workshopsduring 1998-2008 for Language Faculty Development, American Institute of India Studies, on various topics, presided by Dr. Suren Gambhir of University of Pennsylvania (Ex-Chair, Language Committee, AIIS), Professor Herman Van Olphen of University of Texas at Austin (Ex-Chair, Language Committee, AIIS) and Professor Philip Lutgendorf of University of Iowa (Ex-Chair, Language Committee, AIIS).

 In addition, Language Teaching Workshop & Conference on "Study Abroad Programs" under the auspices of UCEFI, 2007.The Language Workshop was presided by Professor Michael Shapiro of University of Washington.

 Have been attending talks and workshops organized by theTexas Language Center :

 September 14, 2011 :Language Matters: Song in the Language Classroom  September 24, 2011 : Teaching the Whole Class: Teaching Different Learners in the Language Classroom  October 11, 2011 : Workshop onHeritage Learners  Hindi Urdu Flagship Language Teaching Workshops All annual workshops organized by the HUF (Hindi Urdu Flagship)

Projects / Talks  Currently working on an online project related to Assisting Students Find The Right Word / Verb and Use it Correctly. This will be an ongoing work -gradually and consistently developing and expanding- perhaps through several years to come.

 Gave a Presentation related to the topic mentioned above under the auspices of the Texas Language Center (UT) on November 09, 2011 titled “Developing Vocabulary Building Resources : Some Challenges”.

Award

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Award from the AIIS, for being evaluated Best Teacher (2003-04). The system of such an award was cancelled during the same year and does not exist anymore at the AIIS. Still, am still considered the best teacher at the AIIS by my colleagues and superiors.

Curricular Innovations At The Hindi Language Program, A.I.I.S. (India)

 Developed curriculums for Ten Weeks’ and Four Weeks’ teaching at the Beginner Level  Introduced Grammar Topics, hitherto considered suitable only for Intermediate and Advance Level Students (like the Compound Verbs) to the teaching of Novice Level Students (Beginners), as the students were being consistently exposed to such constructions in India.  Introduced effectively and to the best advantage activities like the "Community Interaction / Participation" at the Novice Level Teaching as well.  Devised a way to rearrange the HLP library (housing more than 2500 books on Hindi Literature and Linguistics) according to topics / genres / subjects instead of the traditional Accession Numbers. It was a total success and came in very useful.  Helped prepare useful guidelines and tips for safe and productive community participation, various socio-cultural and host family adjustments. At University of Texas, Austin  Continually working with other faculty members to upgrade useful materials of all kinds on the Hindi Urdu Flagship website.

* * * Interests 1.Preparation of all kinds of Instructional Materials, 2. Vocabularies (Love words, nuances of their meanings and usage), 3. Classical and Popular Hindi Films, especially from 1940s, 50s, 60s and 70s having interesting linguistic features 4. Popular and Classical Hindi Literature and 5. Language in the Socio Cultural Context and 6. Influence of Socio-Cultural Environment in the Formation, Structure and Expressions of Language.

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Hindi Studies

About Us

Hindi is the official language at the federal level in the Republic of India and is the fourth most spoken language in the world (position differs depending on the ranking criteria). TUFS is one of the few universities in Japan where Hindi is taught as a major.

Besides learning the language, students can also learn about past and present Indian philosophy, culture, history and society. India is a country of importance whether in terms of the traditional cultural aspect of the country which includes relations with Japanese culture, or the economic aspect which has come into the limelight recently. There are great possibilities for expansion once you have started research into India.

Characteristics of the Curriculum

We adopt a modular system for the curriculum. After acquiring the basic language skills, students should aim to understand and appreciate on their own the voluminous amounts of written materials across genres in India and the culture as represented by traditional arts. In addition, through writing the graduation thesis, students can also develop their ability to analyze and organize newly acquired information and to develop their powers of expression.

We use textbooks found on the market but are also currently developing our own. Lessons are conducted by one native visiting professor, two full-time staff and one part-time staff. For the past number of years, the visiting professor has also been leading students, mainly from the first year, on a 3-4 week educational trip to India during the spring vacation.

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Careers After Graduation

Recent graduates have found employment in mass communications (newspapers, publishing, TV programs production), IT-related industries, travel, transportation, manufacturing (steel), pharmaceutical industries and education (English). Some have also gone on to graduate schools (University of Tokyo).

Staff

MIZUNO,Yoshifumi Professor Sanskrit literature and Medieval Hindi literature

FUJII, Takeshi Professor Modern history of South Asia; Caste consciousness; Ethnic minorities, language problems, history of social thought and socio-religious reform movements in South Asia; Social history of South Asia

RITUPARNA, Suresh Visiting Hindi language and literature Chandra Agarwal Professor

Researchers Search Details screen

Name Yoshifumi Mizuno (MIZUNO Yoshifumi)

Affiliation title Graduate School of International Studies Institute / Professor

Get degree

Disciplines Indian literature (Kakenhi classification)

Research Classical Sanskrit literature and medieval Hindi literature, India Keywords Religious Thought

Self-introduction Field of Indian science, has a long history in Japan, but in between the modern and contemporary research dealing with the Documentation by the classic studies and modern languages dealing with the literature that

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has been written by classical languages of Sanskrit, etc., big groove it had gotten made. Large differences researchers of language system, he had gotten to distinguish the research system itself. In order to overcome such a situation, and making full use of both the Sanskrit and Hindi, historical unbroken Indian literature, it is an effort to capture the Indian thought. In addition, literature, because I did not have the flow of thought just remain within India, naturally perspective would be to go beyond the cultural sphere and to the west to the east. In addition, since its in the profoundness is fraught with but also leading to the modern society, it is thought to be Let's also efforts to decipher in relationship with contemporary issues.

Education December 1986 University of Tokyo Graduate School of Humanities Indian philosophy Indian literature dropout

Affiliation Japan Indian and Buddhist teaching Association director Society Japan South Asia Society

Major research [Paper] achievements Paradise-Ryugu-alchemy - in the context of India the literature -, South Asian Languages and Cultures, No. 8, 27--71, 2014

? How should we describe the South Asian History of Literary Culture Dialogue with the Essays collected in Literary Culture in History: Reconstructions from South Asia, edited by Sheldon Pollock, International Journal of South Asian Studies, 5 Volume, 43--72, 2013

"Hansa-Do~uta" Commentary, east, No. 28, 257--268, 2013

The Prosody of Keśav Dās, Indian and Persian Prosody and Recitation, 2012 年

The Atmosphere of Bhakti in Literature:. A Buddhist Stotra, a Katha and a Folk tale, The Historical Development of the Bhakti Movement in India; Theory and Practice, 2011 年

McComas Taylor, The Fall of the Indigo Jackal: (.. State Univ of New York Press, 2007, 236p) The Discourse of Division and

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Purnabhadra's Pancatantra, International Journal of Asian Studies (Cambridge University Press), 6 Volume 2 No., 271--272, 2009

Space-time between the various texts having different genre, multi- language literature in social historical development and current: Indian literature as a case, 171--195, 2008

Letter of death, to the east? To the west? - Attempt of narrative tradition research - a comprehensive cultural studies, No. 10, 78--102, 2007

Letter seen in Jataka - ancient Indian character culture Fragments -, Indian and Buddhist Studies, Vol. 54 No. 1, 375--382, 2005

Around the Holi auspicious Tan - - self-sacrifice seen in Indian literature, comprehensive cultural studies, No. 5, 4--15, 2002

Banaras place name On the - as part of the various manuscripts comparative study of the late Middle Ages of some rhetoric manual -, Junkichi Imanishi Professor sixtieth birthday commemoration Journal of Indian thought and Buddhist culture, 1996

[Book]

New Asia Buddhism History 01 India Ⅰ Buddhism appearance of background, 佼正 publishers, book (tome), co-author, 2010

[Research Presentation]

On Oneiromancy in India; Several Paths for transmitting Texts, 14th World Sanskrit Conference, International Conference, World Sanskrit Association and the University of Kyoto, oral (general), the University of Kyoto, 2009 年

On the story of Chandrahasa: Transmission of a Narrative and Bhakti, 10th International Bhakti Conference, Early Modern Literatures in North India, International Conference, International Bhakti Association, oral (general), Sapiennta-Hungarian University of Transiylvania, Miercurea Ciuc, Romania, 2009 year

Brazil-Basha poetry of prosody Keshavu-dozen to introduce, Scientific Research "Elucidation of the rhythmic structure of Hindi-Urdu prosody - through verification of Persian origin theory" second times Study Group,

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domestic conference, Osaka University and Nagasaki Hiroko, oral (general), Takushoku University, 2008

Kavu~iya-Shastra or mere literary theory manual? , Japan South Asia Society 18th Annual Conference, domestic conference, Japan South Asia Society, oral (general), Ryukoku University, 2005

Letter seen in Jataka - ancient Indian character culture -, Japan India and Buddhist Society 56th Annual Scientific Congress, national conference, Japan Indian and Buddhist Society, oral (general), Shiten'nojikokusaibukkyodaigaku, 2005

Researchers Search Details screen

Name Fujii Takeshi (FUJII Takeshi)

Affiliation title Graduate School of International Studies Institute / Professor

E-mail [email protected]

Get degree

Disciplines (Kakenhi South Asian Area Studies classification) India modern history

Research Keywords South Asian modern history, Hindi Moder South Asian Histroy, Hindi

Self-introduction About this 10 years, you are interested in elucidation of the "South Asian language problem" and the clue to "caste group score" was modern Indian society. Do be said to be seeking to be or can not be integrated somehow meaningful form the methodology of history and historical anthropology. Excavation and organize with a focus on North India Modern Indian

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languages Historical Materials, as well as challenges that share parallel. Various business that are deployed around the 21st Century COE "historical materials hub local culture research base" is, for the, has become a very inaccessible great opportunity.

Affiliation Society South Asian Studies Association (Tokyo) Eastern Society of Japan South Asia Society America Asia Society Historical Society

Winning Visva Hindi Sammana (7 2007)

Major research [Paper] achievements Alphabet to antagonize: Devanagari characters and Kaiti characters, historical East-West comparative study on the standard norms of among the secretary tradition, 109--132, 2014

Dizitala yuga mem Hindi aura Hindi sahitya ke adhyayana aura adhyapana: upalabdhiyam aura samasyaem, Antararashtriya Hindi Sameelana, Saula 2014: 21vim satabdi mem Hindi shikshana, esiyai-paisifika sandarbha, 93--101, 2014 年

Challenge towards the map information sharing: Comments (2), challenges towards the map information sharing (Tsuru Isamu Usagi-nai eds), 30--32, 2011

That it is "progressive" in the language problem: challenge of Hindustani, history research, No. 873, 25--36,80, 2010

Function and structure of the caste: the genealogy historical materials as a clue, Kokugakuin magazine, 109 Volume No. 11, 72--85, 2008

21st Century COE "historical materials hub local culture research base" is aimed at those: Activity Summary and future

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challenges of, Asia economy, Vol. 48, No. 10, 56--68, 2007

21st Century COE "historical materials hub local culture research center" is what the aim was, academic trends, Volume 12 No. 6, 24--29, 2007

Remote land of Hindustani: Japan, United Kingdom, Tokyo Foreign Language School of among India relationship history, comprehensive research on the historical conditions of multilingual society generation, 49--62, 2007

Historical materials situation surrounding Area Studies: Current Status and Issues, Area Studies, Vol. 7 No. 1, 157--169, 2005

The caste in modern India: compete population category, Rikkyo University Asia Institute (Working Papers), No. 11, 1-- 53, 2004

Asian Studies and libraries in Japan, Symposium: New Developments of intellectual quest and library services to Asia, 1--10, 2004

Asia Pacific War of Indian research: Preface to India Society of Tsuruji Sahoda, Indian and Buddhist Studies, Vol. 50 No. 1, 233--238, 2001

2000 Historical Studies: Retrospective and Prospects (South Asia: Modern and Contemporary), "FumiManabu 雜誌", 110 Vol 5, 304--407, 2001

When a single language is directed at multilingual society - History experience of India, what to speak -, language and society, No. 3, 32--56, 2000

Modern Indian language problems, language and society, No. 3, 137--170, 1999

Unique name for the phase in India, language and society, No. 1, 23--39, 1999

[Book]

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Caste of Some History: Modern India , Iwanami Shoten, book (tome), single al., 2003

Indian society and caste (second edition), Yamakawa publishers, book (general manual), single al., 2010

Indian society and caste, Yamakawa publishers, book (general manual), single al., 2007

Fussing modernity: appropriation of history and political mobilization in South Asia (co-ed.), The Japan Center for Area Studies, National Museum of Ethnology, book (tome), co- author, 2000

The Unfinished agenda (co-author), Manohar, book (tome), co- author, 2001

Recollection of the day marked relationship: Saichirō Misumi discourse book (co-authored), Tokyo University of Foreign Studies global society tip Education and Research Center "historical materials hub local culture research center", a book (tome), co-author, 2008

[Review, commentary article]

Dictionary Us: Hindi, University of Tokyo College of Arts and Sciences report, the University of Tokyo Faculty of Liberal Arts, review, commentary (Other), single al., 2014

World Name: India "First in the street", books, Iwanami Shoten, review, commentary (commercial magazine), single al., 2013

Dictionary Us: Hindi, College of Arts and Sciences report, University of Tokyo, Faculty of Liberal Arts, and other articles, single al., 2013

Jāpāna mem Hindī pustakom kī anamola virāsatem, Visva Hindī Patrikā 2012, Visva Hindī Sacivalayaā, review, commentary (Academic Journal), co-author, 2013

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Modern India of social issues, the International House Proceedings, International House, review, commentary (Other), single al., 2012

Social issues of contemporary India, International House of Japan Bulletin, International House of Japan, review, commentary (Other), single al., 2012

Dictionary Us: Hindi, University of Tokyo, teaching part report, University of Tokyo, Faculty of Liberal Arts, review, commentary (Other), single al., 2012

South Asia World spread to Earth: On South Asian immigrants, Tokyo Foreign Language Association newsletter, Tokyo Foreign Language Association, review, commentary (Other), single al., 2011

Modern Indian languages legislation: On the "official language", Teaching English Now, Sanseido, review, commentary (commercial magazine), single al., 2009

Japan Eigaku history and India: Near distantly related to, Teaching English Now, Sanseido, review, commentary (commercial magazine), single al., 2008

[Research Presentation]

Dizitala yuga mem Hindi bhasha aura sahitya ka ashyayan aura adhyapana: upalabdhiyam aura samasyaem, Asia Pacific Ocean region International Hindi conference, international conference, the Government of India Ministry of Foreign Affairs, Hankuk University, oral (invitation-special), Hankuk University (Yongin Campus), 2014

"International Hindi Day 2014" Memorial guest of honor invited lecture, "International Hindi Day 2014" Memorial International Conference, International Conference, Visva Hindi Sacivalaya, oral (keynote), Mauritius, 2014 年

Japana mem Hindi adhyayan aura adhyapana ke cauntisa

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varsha, Hindu Kaleja Hindi Sahitya Sabha Udghatana Samaroha, international conference, Hindi Sahitya Sabha, Hindu Kaleja, Dilli Visvavidyalaya, oral (invitation-special), Hindu Kaleja, Dilli Visvavidyalala, 2011 年

General Discussion - problem raised, East Asia modern state in the multilingual situation, international conference, "Comprehensive Study on international comparison of language policy history" Kakenhi project, multilingual situation and language in the University of Tokyo Institute of Oriental Culture "Asia comparative study of policy history ", Tokyo University of Foreign Studies" historical materials hub local culture research base ", oral (general), University of Tokyo, Institute of Oriental Culture, 2011

Structure of caste and function: the genealogy, family tree information as a clue, country Gakuin University Faculty of Letters joint research Symposium "production and power: Shokusho and identification - Social hierarchy formation of historical science research over", domestic conference, country Gakuin University Faculty of Letters, oral (invitation-special), country Gakuin University Shibuya campus, 2008

Acquired Grant-in-Aid for Research funding basic research science (C) Asia Pacific War Scientific Research and date marked relationship history research - military occupation other competitive and civil administration enforcement of Andaman and Nicobar research expenses in the Islands - (-2006 fiscal 2005) past 10 years

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25 UNIVERSITY OF OSLO

HINDI AND INDIA STUDIES

Structure and learning outcome

The study programme is a 3 year bachelor programme. It has four parts.

1. Hindi language learning (80 credits) Includes one semester in Varanasi. The successful student will have • solid oral proficiency in Hindi • ability to read newspapers and literary texts •competency in medieval Hindi literature • knowledge of modern Hindi literature • knowledge of Hindi language history.

2.India studies (40 credits) Will give the student solid knowledge in • modern Indian history •Indian religions • South Asian political culture • economy or environmental issues (self-selected) Will give competency in • resentational skills, both oral and in writing • academic debates and theories on Indian society • use of academic tools and literature

3.Humanities or science discipline (40 credits) The student self-select among a wide range of disciplines. Common disciplines are • history of religion • social anthropology • history • political science • sociology This part will give the student • introduction to disciplinary history • analytical tools of discipline • writing and presentational skills

4.Philosophy of science and of humanities (20 credits) These are mandatory courses for all University of Oslo students Introduce the student to • philosophy and history of science •research ethics • logic Asia study programme students • orientalism and its critiques • linguistics of Asian languages

HIN4010 - Hindi Literature, Linguistics and Performance Studies

Semester

 Spring 2015  Spring 2014

 Spring 2013  Spring 2012

Course content The course has a flexible structure in order to accommodate the individual study interests of the students. Thus, there exists no predetermined curriculum but it will be fixed at the beginning of each course.

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However, the themes are confined to three large subject areas: Hindi literature, linguistics and performance studies. Within Hindi literature potential topics are: reading of a recent bestseller or trendsetting work; study of a particular author or of one of the trends of 20th Century Hindi literature; study of Hindi newspapers or film scripts. Within linguistics possible topics are: recent trends in Hindi linguistics; linguistic history of Hindi; Hindi and corpus linguistics. Within performance studies possible topics are: theories of oral performance, oral epics in India and Pakistan, folk theatre traditions.

Learning outcome The course deepens and enlarges the students’ mastery of Hindi. They will acquire a level of language competence that allows them independent handling of almost any Hindi text. In addition, the students will substantially have broadened their intercultural competence and thus their scope of dealing with the different cultures of India.

Admission Students who are admitted to study programmes at UiO must each semester register which courses and exams they wish to sign up for in StudentWeb. International applicants, if you are not already enrolled as a student at UiO, please see our information about admission requirements and procedures for international applicants. The examination in this course is not available for external candidates. Only students admitted to the course may sit for the examination.

Prerequisites

Formal prerequisite knowledge Admission to a relevant Masters program. The course is primarily aimed at students taking South Asian Studies within the Asian and African Studies Program.

Recommended previous knowledge HIN2110 - Hindi språk 3+4

Good knowledge of English.

Teaching 10-week seminar (2 hours/week) with class readings, sessions on computers and intermittent lecture- style presentations by teacher and students.

Examination Term paper submitted in Fronter (8-10 pp., footnotes and appendices excluded) on a relevant topic to be agreed upon. The Obligatory statement concerning cheating must also be submitted. The term paper must be presented orally in class, along with a 1-2 pp. written handout/"abstract", before it can be submitted.

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Grading scale Grades are awarded on a scale from A to F, where A is the best grade and F is a fail. Read more about the grading system.

Explanations and appeals  Explanation of grades  Appeal about grades  Complaint about formal exam errors

Evaluation Feedback from our students is essential to us in our efforts to ensure and further improve the high quality of our programmes and courses. All courses are subject to continuous evaluation. At regular intervals we also ask students on a particular course to participate in a more comprehensive, periodic evaluation of this course.

Other Resource page for Masters students at IKOS (in Norwegian) Facts about this course

Credits: 10

Level: Master

Teaching: Every spring

Examination: Every spring

Teaching language: English

HIN4011 - Advanced Readings in Hindi

semester

 Autumn 2011  Autumn 2010

Course content This course will acquaint the students with sophisticated texts from different fields like modern literature, literary criticism, essay writing, drama and poetry. It is intended to correlate in every autumn semester the respective selection of texts with the themes taught in other South Asia courses like SAS4011

Learning outcome

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The course deepens and enlarges the students’ mastery of Hindi. It will familiarize them with a variety of genres and Hindi language styles, and it will explore trends in Hindi writing that go well beyond the textbook level. The course will enable the students to work independently with a broad variety of Hindi texts.

Prerequisites

Formal prerequisite knowledge Admitted to AAS-master, South-Asia

Recommended previous knowledge Good knowledge of English.

Teaching The course will be taught as a continuation of SAS4011 and should connect thematically with the guest lectures given autumn 2010. The course is a combination of lectures and seminars and demands active participation from the students.

Examination Essay, 5-7 pages. The essay is to be submitted in Fronter. The obligatory statement concerning cheating must be submitted in the designated folder.

Grading scale Grades are awarded on a scale from A to F, where A is the best grade and F is a fail. Read more about the grading system.

Explanations and appeals  Explanation of grades  Appeal about grades  Complaint about formal exam errors

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Hindi 3+4 (HIN2110) autumn 2011 - Varanasi, India

Hindi programme in Varanasi

In 2013, the semester will be from September 9th to December 13th, with a two-week's break (weeks 40- 41). The Varanasi course is a mandatory part of Hindi 3+4. The differences between the Indian and North-European culture are very big, and there are some rules of conduct which have to be observed while travelling in India. You can read more about culture differences and guidelines given to former students here.

Teaching

The language of instruction will be English and Hindi. Teaching hours: four teaching hours per day divided in two periods of 1 hour and 30 minutes each (one teaching hour is 45 minutes) five days a week. Totally 20 teaching hours per week. Classes will take place in the afternoon or early morning and requires 80% attendance. Teaching mode: Language practice in smaller groups of maximum 8 students. Classrooms: Mostly at Virendra Singh’s place, Nagwa Ghat and in the building at Assi Ghat where the flat accommodation is offered. Each floor has a big meeting hall.

Application

Deadline: May 27th 2013 Students must apply to the Department of Culture Studies and Oriental Languages. The application form should be delivered or sent to Student Advisor for South Asian studies (Marie Nicolaisen [email protected]) or this e-mail adress:[email protected] Only students who have attended HIN1110 and HIN1120 with passing marks will be admitted.

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You also have to fill out Opplysningskjema vedrørende studieopphold i regi av UiO. You will receive this on e-mail after the department receive your application and your exam results in HIN1120. This form must be handed in, in order to get support from Lånekassen.

Travel support

The stay is supported financially by Lånekassen after current rules. Support for part time studies abroad is normally given in three main parts:  Basic support - ca 9 080 kroner of stipend and loan pr month  Travel support - is given for one return trip from Norway to the place of study when the stay is shorter than six months. Travel support is given as 70% stipend and 30% loan.  Support for tuition fee - up to 58 260 kr per semester for studies outside of the Nordic countries. Tuition fees are financed as stipend and loan, to partly or completely cover tuition fees. Apply electronic, It is easy and safe, and the application will be answered quickly. If you apply before the end of May, you will usually have the gjeldsbrev/stipendmelding by the end of June. See Lånekassen's web pages to apply.

Tuition fee

Tuition fee is 180 000 INR.

Insurance

Lånekassen sends a report to NAV concerning studies abroad for students who are given loan and stipend from Lånekassen. Students who are not eligible for loan or who do not apply for loan through Lånekassen must report to NAV themselves. Insurance through NAV is only valid for illness. Those of you who wish to have additional insurance may for instance use favourable insurance arrangements through their card companies or through membership in ANSA. Students must document health insurance.

Visa

See information about visa services on Indian Visa Application Centre

Travel

The students are themselves responsible for plane tickets to India and back. Remember to buy tickets early (all the way to Varanasi), as planes fill up quickly. It is advisable to check prices at different airlines before ordering. The students are expected to be in Varanasi a couple of days before the teaching starts. Students should estimate some time between the exam date and departure for India, as it might take some time to get your visa. Official travel advice from the Ministry of Foreign Affairs

Vaccination

Students are themselves responsible for taking the required vaccination. Some vaccinations, (for instance Havrix) must be taken in several rounds, so one should start with the vaccination some time before departure. Read the information on the homepage for Folkehelseinstituttet.

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Accommodation

The students are formally responsible for accommodation, although Nordic Center will assist you in this. Accommodation options are:  Flat In flats with 3 bedrooms and hall, 2 bedrooms and hall and 1 bedroom. Single or double occupancy. Attached bath room. Kitchen in the building where students can make their own food or get the meals against payment. Room cleaner and washerman on payment. Simple furniture. Non A-C. Fan in all rooms. Location at Assi Ghat close to restaurants, cafes, bookshops and temples. Walking distance to teacher Virendra Singh’s home. Rate for a month: From 3500INR in a 3-three bedroom flat with double occupancy to 10.000INR in a one bedroom flat with single occupancy.  Kedar Guest House (www.kedarguesthouse.com) A very simple guesthouse with single and double rooms. Half of the rooms have attached bath and toilet (either Indian or Western). Non A-C. Fan. Simple furniture. Rooftop kitchen where the students can cook their own food. Nice sitting area at the rooftop. Meals on demand. Location at Nagwa Ghat not far from Assi Ghat. A very friendly owner and many returning guests, mostly Western students. WiFi. Very close to teacher Virendra Singhs’s home. Rate for a month: 4500-6500 INR depending on whether double or single occupancy.  Hotel Haifa At Assi Ghat. A good hotel with clean, ordinary rooms, both AC and non AC. Fan. Attached bathroom and TV. Internet facilities at the hotel. Attached restaurant. Close to restaurants, cafes, bookshops, temples and ghats. Rate per night: single non-AC 550 INR, single AC 950 INR.  Homestay Can be arranged on demand. Cost for room and meals 8.000-10.000 INR.

Currency

Bring USD or Euro to change to Rupee on arrival. Use of creditcards is possible from minibanks and exchange offices like Thomas Cook. Minibanks (ATMs) are available from all over India.

Important adresses in India

Nordic Centre in India: C7, Nizamuddin East New Delhi 110 013 India Telefon: +91 11 465 029 94 Mobil: +91 987 136 2910

Webside: http://www.nordiccentreindia.com/

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Coordinator for the Varanasi programme: Mirja Juntunen E-post: [email protected]

Norges ambassade i India: Royal Norwegian Embassy, 50-C, Shantipath, Chanakyapuri, New Delhi – 110021 Telefon: 91 - 11 – 41779200 Faks: 91 - 11 – 41680145 Faks: 91 - 11 – 41617815 (til visum) http://www.norwayemb.org.in/info/Embassy.htm

Who Do I Contact at the Department?

Contact:

Department of Culture Studies and Oriental Languages UiOUniversity of Oslo

UiO: Management and Support Units University of Oslo

Contact informationSwitchboard: + 47 22 85 50 50

Contact UiO

AddressUniversity of OsloP.O. Box 1072 Blindern0316 Oslo Norway

Reception Opening hours: Monday-Friday: 12:30 - 15:00 Telephone: +47 22 85 59 43 Telefax: +47 22 85 48 28 E-mail: [email protected]

South-Asia: Trude Lind East-Asia: Hans Christoffer Tyldum

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26 UNIVERSITY OF CALIFORNIYA, SANTA BARBARA

Deprtment of Religious Studies

ABOUT THE DEPARTMENT OF RELIGIOUS STUDIES

The Religious Studies Department at UC Santa Barbara is the largest religion department in the University of California system, and one of the most diverse religion departments in the world. With an internationally recognized faculty of twenty-three professors, two permanent lecturers, and more than twenty affiliates and visiting scholars, the Department prides itself on the both the breadth and depth of its course offerings and programs. Many of the languages necessary for the study of the religion — Arabic, Hindi, Persian, Punjabi, Sanskrit, and Tibetan — are taught within Religious Studies. The Department will celebrate its 50th anniversary during calendar year 2014. Please check back for details about the many anniversary-related events we are currently planning, and please join us for these celebrations! The Department offers Bachelor and Masters of Arts degrees as well as the Ph.D in Religious Studies. Our undergraduate majors often double-major in religion and another field (including the sciences). BA students sometimes go on to do graduate work in the academic study of religion, but they just as often pursue other professions. They tell us that the training they received as Religious Studies majors prepared them well for a host of different careers, including law, medicine, journalism, non-profit and NGO work, and so on. If you would like more information on becoming a Religious Studies major, visit the Undergraduate Program web-page, or contact Prof. Rudy Busto, the faculty undergrad adviser. Our masters and doctoral programs are known for their strength in a number of different areas. Students often work comparatively across these various areas, focusing on more than one religion, cultural area, or methodology. Graduates from our Ph.D. program fare very well in the very competitive academic job market, as reflected in our excellent placement statistics. If you are interested in applying to the graduate program, visit the Graduate Program web-page or contact the faculty graduate adviser, Prof. Ann Taves.

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LANGUAGE COURSES

Languages taught in the Religious Studies Department: Arabic Coptic Hebrew Hindi Pali Pashto Persian Punjabi Sanskrit Syriac Targumic Aramaic Tibetan Turkish

Contect:

Department of Religious Studies Mail Code 3130 University of California Santa Barbara, CA 93106-3130

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27 UNIVERSITY OF FLORIDA COLLEGE OF LIBERAL ARTS AND SCIENCES DEPARTMENT OF LANGUAGES, LITERATURES AND CULTURES

Hindi-Urdu Studies

Course Overview and Syllabus for Beginning Hindi I (HIN1130, Sect 0093: 5 credits) Fall 2012

M-T-W-R-F: Period 8 (3.00-3.50 pm), Matherly Hall #0102

ABOUT YOUR INSTRUCTOR:

Instructor: Divya Chaudhry

Email address: [email protected]

Phone number: (352) 871-6750

Office: #340, Pugh Hall

Office hours: Tuesday and Thursday, Period 5-6, or by appointment.

COURSE SUMMARY

This course offers balanced training in reading, writing, speaking, and comprehending spoken

Hindi-Urdu. The Devanagari script is stressed in the early part of the semester. By the end of the course, students should be able to read and write a range of basic practical sentences and simple dialogues, introduce themselves, make simple purchases, and ask directions. Web materials, film clips, and songs supplement the textbook to introduce the cultural contexts for

Hindi in South Asia

PREREQUISITES/PLACEMENT

None

TEXT AND MATERIALS

Required:

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Snell and Weightman. Teach Yourself Hindi (McGraw-Hill, 2003)

Jain, Usha. Introduction to Hindi Grammar. Berkeley, CA: Centers for South and Southeast Asia

Studies, University of California, 1995.

Texts are available at Orange and Blue Textbooks (OBT).

Supplemental Materials

Students are strongly encouraged to review the many traditional and web resources listed on the comprehensive website below: http://www.columbia.edu/itc/mealac/pritchett/00urduhindilinks/hu_hindi.html http://www.ncsu.edu/project/hindi_lessons/ ; “A Door into Hindi,” is another site that will be used for homework and class work.

REQUIREMENTS AND EXPECTATIONS

Class sessions and assignments will include regular written homework, listening exercises in and outside of class, in-class review of homework, oral drills, weekly quizzes, dictations, and skits built around readings and grammatical content.

MISCELLANEOUS

Absences: Attendance in this class is required. Missing more than three classes will seriously jeopardize your grade. Students who miss class should inform the instructor beforehand whenever possible, and are responsible for course content, for turning in any required homework, and for taking the initiative to make up any missed tests or quizzes.

Missed class/ Late assignments: You should assume that late work or electronically submitted work will not be accepted. All requests for exceptions due to illness, religious obligations, unexpected emergencies, or other extenuating circumstances must be made before the exam date or assignmentdue date If I do not hear from you on or before the day you are absent, you will not be allowed to submit the assignment. You will need to provide a copy of a doctor’s

162

note if you are absent due to illness.

Policy on working together: Students will work on the assignments individually unless otherwise specified. No collaboration of any kind is allowed on the quizzes and tests.

Remember you are bound by the UF honor code:

We, the members of the University of Florida community, pledge to hold ourselves and our peers to the highest standards of honesty and integrity. On all work submitted for credit by students at the University of Florida, the following pledge is either required or implied:

“On my honor, I have neither given nor received unauthorized aid in doing this assignment.” You can read all about it at http://www.dso.ufl.edu/sccr/honorcodes/honorcode.php.

Plagiarism will automatically result in zero points for the assignment and a full grade penalty.

Students’ work should be original work done for this class.

Accommodations for students with disabilities: Students requesting classroom accommodation must first register with the Dean of Students Office: http://www.dso.ufl.edu/drc. The Dean of

Students Office will provide documentation to the student, who must then provide this documentation to the Instructor when requesting accommodation

EVALUATION

Grades will be based on:

Attendance: 5%

In-class Participation: 5%

Weekly Quizzes: 26%

Assignments: 30%

Tests( 2*12%): 24%

Final project: 10%

Grading Scale

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91-100 A

86-90 A-

81-85 B+

78-80 B

75-77 B-

72-74 C+

69-71 C

66-68 C-

62-65 D+

59-61 D

56-58 D-

0-55 E

SYLLABUS

(Please note: This is a blueprint for the semester, but readings and assignments may be altered.

If you are absent, check first with classmates, and then the instructor, concerning up-to-date class content and homework assignments.)

Note: Each lesson in Snell will be keyed to oral drills and homework in the Usha Jain book.

WEEK OF AUGUST 22

Grammar: Personal pronouns; the verb “to be”

Orthography/Reading : Devanagari alphabet; dialogue 1a

Oral, Aural, & Cultural: Song: लकड़ी क काठ

Listening assignment: Snell, Lesson 1

WEEK OF AUGUST 27

Grammar: Questions and answers; adjective noun agreement

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Orthography: Devanagari writing: simple words with vowel matras

Reading: Dialogue 1b

Vocabulary: Nationalities, colors

Oral, Aural, & Cultural: Role play; song: मेरा जूता हैजापानी

Listening assignment: Snell, Lesson 2

WEEK OF SEPTEMBER 3

Grammar: Questions on quantity and number; more on adjective-noun agreement

Orthography: Continuation of writing training

Reading: Dialogues 2a and 2b

Vocabulary: Dialogue and film clip; numbers

Oral, Aural, & Cultural: Film clip from “A Door Into Hindi,” lesson #1

Listening assignment: Snell, Lessons 2 and 3; “A Door Into Hindi,” lesson #1

WEEK OF SEPTEMBER 10

Grammar: Simple post-positions; oblique nouns and adjectives

Orthography: More writing training; numbers

Reading: Dialogues 3a

Vocabulary: Houses, buildings, rooms; numbers

Oral, Aural, & Cultural: Song: To be decided

Listening assignment: Snell, Lesson 3

WEEK OF SEPTEMBER 17

Grammar: More on obliques

Reading: Dialogue 3b

Vocabulary: Dialogue and film clip; numbers

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Oral, Aural, and Cultural: Film clip from “A Door Into Hindi,” lesson #5

Listening Assignment: Snell, Lesson 4; “A Door Into Hindi lesson #5

WEEK OF SEPTEMBER 24

Grammar: “Was” and “were”; comparison of adjectives

Reading: Dialogue 4a

Vocabulary: Dialogue vocabulary; numbers

Oral, Aural, and Cultural: Song: To be decided

Listening Assignment: Snell, Lesson 4

WEEK OF OCTOBER 1

Grammar: Constructions with को ; vocative

Reading: Dialogue 4b

Vocabulary: Dialogue and filmclip

Oral, Aural, and Cultural: Film clip from “A Door Into Hindi,” lesson #6

Listening Assignment: Hindi songs; “A Door Into Hindi,” lesson #6

WEEK OF OCTOBER 8

Review for test 1

Oral, Aural, and Cultural: Song: आवारा हू ◌ू◌ँ

WEEK OF OCTOBER 15 TEST 1

Grammar: Infinitive verbs: commands and requests

Reading: Dialogue 5a

Vocabulary: Dialogue vocabulary

Oral, aural and cultural Hindi film clip

Listening Assignment: Snell, Chapter 5

WEEK OF OCTOBER 22

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Grammar: Possession with का/Dative case

Reading: Dialogue 5b

Vocabulary: Dialogue and filmclip

Oral, aural, and cultural: Another clip from “A Door Into Hindi,” lesson #6

Listening Assignment Snell: Chapter 5; “A Door Into Hindi” lesson #6

WEEK OF OCTOBER 29

Grammar: Present habitual tense; more possessive pronouns

Reading: Dialogue 6a

Vocabulary: Dialogue and filmclip

Oral, aural, and cultural: Song: दल हैकक मानता नह ◌ी◌ं

Listening Assignment Snell: Chapter 6

WEEK OF NOVEMBER 5

Grammar: अपना; compound post-positions

Reading: Dialogue 6b

Vocabulary: Dialogue; more numbers

Oral, aural, and cultural: A Door Into Hindi” lesson #3

Listening Assignment: Snell, Chapters 6,7

WEEK OF NOVEMBER 12 Final Project Announced

Grammar: Past habitual tense; कोई and कुछ

Reading: Dialogue 7a

Vocabulary: Dialogue and filmclip

Oral, aural, and cultural To be decided

Listening Assignment Snell, Lesson 7

WEEK OF NOVEMBER 19 THANKSGIVING, NOVEMBER 21-23

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In-class work on Final project

WEEK OF NOVEMBER 26 FINAL PROJECT DUE

Grammar: Continuous tenses; expressing ownership/possession

Reading: Dialogue 7b

Vocabulary: Dialogue; ordinal numbers; aggregatives

Oral, aural, and cultural Short poem

Listening Assignment

WEEK OF DECEMBER 3

REVIEW AND TEST 2 (LAST CLASS DECEMBER 5)

Grammar: Basic adverbial phrases/post-positions/understanding word order

Reading: Review

Vocabulary: Dates. Time expressions

Oral, aural, and cultural Hindi film clip

Course Overview and Syllabus for Beginning Hindi II

(HIN1131, Sect 1580: 5 credits) Spring 2013

M-T-W-R-F: Period 9 (4.05-4.55 pm), Little Hall #0205

ABOUT YOUR INSTRUCTOR:

Instructor: Divya Chaudhry

Email address: [email protected]

Phone number: (352) 871-6750

Office: #340, Pugh Hall

Office hours: Tuesday and Thursday, Period 7-8, or by appointment.

COURSE SUMMARY

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This course offers balanced training in reading, writing, speaking, and comprehending spoken

Hindi-Urdu. Web materials, film clips, and songs supplement the textbook to introduce the cultural contexts for Hindi in South Asia

PREREQUISITES/PLACEMENT

Beginning Hindi I or proficiency in reading and writing Devanagari with proficiency in speaking basic sentences in Hindi.

TEXT AND MATERIALS

Required:

Snell and Weightman. Teach Yourself Hindi (McGraw-Hill, 2003)

Jain, Usha. Introduction to Hindi Grammar. Berkeley, CA: Centers for South and Southeast Asia

Studies, University of California, 1995.

Texts are available at Orange and Blue Textbooks (OBT).

Supplemental Materials

“A Door into Hindi,” is another site that may be used for homework and class work.

REQUIREMENTS AND EXPECTATIONS

Class sessions and assignments will include regular written homework, listening exercises in and outside of class, in-class review of homework, weekly quizzes, and skits built around readings and grammatical content.

MISCELLANEOUS

169

Missed class/ Late assignments: You should assume that late work or electronically submitted work will not be accepted. All requests for exceptions due to illness, religious obligations, unexpected emergencies, or other extenuating circumstances must be made before the exam date or assignment due date If I do not hear from you on or before the day you are absent, you will not be allowed to submit the assignment. You will need to provide a copy of a doctor’s note if you are absent due to illness.

Policy on working together: Students will work on the assignments individually unless otherwise specified. No collaboration of any kind is allowed on the quizzes and tests.

Remember you are bound by the UF honor code:

“On my honor, I have neither given nor received unauthorized aid in doing this assignment.” You can read all about it at http://www.dso.ufl.edu/sccr/honorcodes/honorcode.php.

Plagiarism will automatically result in zero points for the assignment and a full grade penalty.

Students’ work should be original work done for this class.

Accommodations for students with disabilities: Students requesting classroom accommodation must first register with the Dean of Students Office: http://www.dso.ufl.edu/drc. The Dean of

Students Office will provide documentation to the student, who must then provide this documentation to the Instructor when requesting accommodation

170

EVALUATION

Grades will be based on:

Attendance: 5%

In-class Participation: 5%

Weekly Quizzes: 26%

Assignments: 30%

Tests( 2*12%): 24%

Final project: 10%

Grading Scale

91-100 A

86-90 A-

81-85 B+

78-80 B

75-77 B-

72-74 C+

69-71 C

66-68 C-

62-65 D+

59-61 D

56-58 D-

0-55 E

SYLLABUS

(Please note: This is a blueprint for the semester, but readings and assignments may be altered.

If you are absent, check first with classmates, and then the instructor, concerning up-to-date

171

class content and homework assignments.)

Note: Each lesson in Snell will be keyed to oral drills and homework in the Usha Jain book.

WEEK OF JAN 7

Grammar: Past habitual tense; कोई and कुछ

Reading: Dialogue 7a

Vocabulary: Dialogue and filmclip

Oral, aural, and cultural To be decided

WEEK OF JAN 14

Grammar: Continuous tenses; expressing ownership/possession

Reading: Dialogue 7b

Vocabulary: Dialogue; ordinal numbers; aggregatives

Oral, aural, and cultural To be decided

WEEK OF JAN 21

Grammar: Past Imperfective tense

Reading Chapter 8

Vocabulary: aggregates, conjunct verbs

Oral, Aural, & Cultural: To be decided

WEEK OF JAN 28

Grammar: future tense, presumptive uses of future

Reading: Dialogues of Chapter 9

Vocabulary: expressions of quantity;

Oral, Aural, & Cultural: Hindi movie

WEEK OF FEB 4

Grammar: Subjunctive, conditional

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Reading: Chapter 9

Vocabulary

Oral, Aural, & Cultural To be decided

WEEK OF FEB 11

Grammar: suffix -wala

Reading: Dialogue of Chapter 10

Vocabulary Dialogue and filmclip;

Oral, Aural, and Cultural Film clip from “A Door Into Hindi,” lesson #5

WEEK OF FEB 18

Grammar Transitivity

Reading Chapter 10

Vocabulary Dialogue vocabulary;

Oral, Aural, and Cultural To be decided

WEEK OF FEB 25 TEST 1

Grammar Perfective tenses

Reading Dialogue of Chapter 11

Vocabulary Dialogue and film-clip

Oral, Aural, and Cultural Hindi movie

WEEK OF MAR 4 SPRING BREAK

WEEK OF MAR 11

Grammar jaakar(having gone)

Reading Dialogue of Chapter 11

Vocabulary Compound verbs

Oral, Aural, and Cultural To be decided

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WEEK OF MAR 18

Grammar sakna , paana, chukna

Reading Dialogue of Chapter 12

Vocabulary verbs in combination

Oral, aural, and cultural Another clip from “A Door Into Hindi,”

WEEK OF MAR 25

Grammar

Reading Chapter 12

Vocabulary Dialogue and filmclip

Oral, aural, and cultural Hindi movie

WEEK OF APR 1 FINAL PROJECTS ANNOUNCED

Grammar jab/tab (when/then) jo/vah (the one who)

Reading Dialogue

Vocabulary Dialogue; more numbers

Oral, aural, and cultural A Door Into Hindi” lesson #3

WEEK OF APR 8

Grammar milna lagna,(infinitive + hona, padna )

Reading Dialogue Ch 13

Vocabulary Dialogue and filmclip

Oral, aural, and cultural To be decided

WEEK OF APR 15 Review for Test 2

Final project presentations

WEEK OF APR 22 Test 2

(Last day of class: April 24)

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Grammar

Reading Dialogue Ch 13

Vocabulary

Oral, aural, and cultural Hindi movie

About Hindi-Urdu

Hindi-Urdu is a term covering several closely related dialects in Pakistan and northern India, especially the vernacular form of the two national languages, Standard Hindi and Urdu, also known as Khariboli, but also several nonstandard dialects of the Hindi languages.

Faculty

Divya Chaudhry

Teaching Assistant, Hindi

 340 Pugh Hall  352.846-2432  [email protected]  Office Hours - Spring 2013 Tuesday & Thursday: 1:55 - 3:50PM

Department of Languages, Literatures, and Cultures 301 Pugh Hall PO Box 115565 Gainesville FL 32611-5565 Phone: 352.392.2422 Fax: 352.392.1443

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28 UNIVERSITY OF MICHIGAN

ASIAN LANGUAGES AND CULTURES

South Asian Languages

Ellora Caves

The Department of Asian Languages and Cultures offers instruction in Hindi, Punjabi,Sanskrit, Tibetan, and Urdu.

Why Study Hindi?

As of 2011 there were 182 million speakers of Hindi, making it the fifth most spoken language in the world. Outside of India, it is spoken by substantial populations in Bangladesh, the UK, the US, and thirteen other nations. Hindi has been one of the two official languages of all of India (as opposed to the many official languages of individual states) since India’s independence in 1947. Its close linguistic relative, Urdu, is the official language of Pakistan. Hindi is also related to Bengali and Punjabi and uses the same script and shares many elements of vocabulary with Sanskrit.

The literature of Hindi is now a well-developed tradition in both prose as well as verse. It is also the main language of the Bollywood film industry, which produces an astounding number of films every year-- films that are not only popular in India and the Indian diaspora but also in the Middle East. In recent years, Bollywood films and individual artists in that industry have gained substantial international recognition.

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SOUTH ASIAN LANGUAGE PROGRAM FACULTY

Syed Ekhteyar Ali, Hindi and Urdu Language, Program Director

Pinderjeet Gill, Hindi and Punjabi Language

Ranjanpreet Nagra, Hindi and Urdu Language

The South Asia Summer Language Institute (SASLI)

A University of Wisconsin summer program for students interested in intensive South Asian language study.

HINDI AND URDU CONVERSATION TABLES The South Asian Language Program hosts a Hindi and Urdu conversation table every first Wednesday of the month where students are invited to gather, practice their language skills, and enjoy some refreshments.

Fall 2014 Dates and Times

November 5, 2014 from 5:00-7:00pm in Room 2114 Modern Language Building

December 3, 2014 from 5:00-7:00pm in Room 2114 Modern Language Building

Asian Languages & Cultures Thayer Street Building Suite 6111 202 South Thayer Street Ann Arbor, MI 48104-1608

ph: 734.764.8286

e: [email protected]

Syed Ekhteyar Ali

Hindi and Urdu Languages Director of the South Asian Language Program

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202 S. Thayer, Suite 6111

Ann Arbor, MI 48104-1608

Office Location(s): 5026 STB

Phone: 734.647.8647

[email protected]

Pinderjeet Kaur Gill

Punjabi and Hindi Language

202 S. Thayer, Suite 6111

Ann Arbor, MI 48104-1608

Office Location(s): 6076 STB

Phone: 734.763.5306

[email protected]

 Affiliation(s) Asian Languages & Cultures

 Education Ph.D. Guru Nanak Dev University, Amritsar, India, 1997

Mohammad Tahsin Siddiqi

Hindi and Urdu Language

202 S. Thayer, Suite 6111

Ann Arbor, MI 48104-1608

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Office Location(s): 6080 STB

Phone: 734.936.8806

[email protected]

 Affiliation(s)

o Asian Languages & Cultures

 Education

o BA Aligarh Muslim University, 1963 MA University of Delhi, 1966 MA University of Wisconsin, 1973 PhD

University of Wisconsin at Madison, 1994

 Awards

o Co-awarded a quarter million dollar grant from the Mellon Foundation for the development of multi-media

electronic courseware for teaching Hindi, 1998-2001

Asian Languages Minor

Asian Languages and Cultures Academic Minor

ACADEMIC MINOR PROGRAM (15 credits)

PREREQUISITE Two years or fourth-term proficiency in an Asian language

 LANGUAGE REQUIREMENT Two terms of an Asian language taught within the department at the

300-level or above. No more than two terms of language may be used towards the minor plan.

 CULTURE REQUIREMENT At least two courses on Asian culture that will familiarize the student with the

language studied; one of the courses must be at the 300-level or above. The culture courses should be

directly related to the language studied, i.e. a student studying Japanese should elect courses focused on

Japan.

All courses must be approved by an ALC academic advisor. At least six of the credits must be

elected at UM-Ann Arbor or through an overseas program associated with the university.

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29 UNIVERSITY OF MINNESOTA

Department of Asian Lnguages and Literatures

Hindi-Urdu Mission Statement The mission of the Hindi-Urdu Program in the Department of Asian Languages & Literatures at the University of Minnesota is to provide excellent and innovative language instruction and resources to our students and the community by offering language courses and other language-related services. We work to create an atmosphere where students and teachers can immerse themselves in learning/teaching the target language and where students feel comfortable communicating with each other in the language. Students learn through participating in various activities that are geared toward improving students’ linguistic and cultural proficiency so that students are well equipped to express themselves on a range of topics. Our students are composed of heritage and non-heritage undergraduate and graduate students and professionals with diverse backgrounds. Being the only institution in Minnesota that offers Hindi-Urdu language instruction, we are committed to meeting the high expectations of our students, the University and the local community. Program Overview The Hindi-Urdu Program in the Department of Asian Languages and Literatures offers Hindi- Urdu classes at three levels: Beginning Hindi-Urdu, Intermediate Hindi-Urdu and Advanced Hindi-Urdu. In addition to these classes, we also offer a Hindi-Urdu Language Teaching Tutorial that is designed for students who wish to pursue a career in teaching or are interested in working as a tutor. Students will learn the basics of pedagogical language teaching methodologies and various other instructional strategies so that they can apply them to their own teaching practices. After training, students will have the opportunity to work as tutors for students who are enrolled in our classes. Aside from these courses, we offer a Directed Readings course for those who want to continue to improve their linguistic and cultural skills and to explore Hindi-Urdu literature seriously. Our language instruction curriculum is designed to provide a continuous three years of language learning to students. In this way, students will acquire linguistic and cultural competence at the advanced level by the time they graduate, generally prepared to use the language for work or travel.

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Courses Spring 2015 Courses  HNUR 1012 - Beginning Hindi-Urdu II  HNUR 3022 - Intermediate Hindi-Urdu II  HNUR 3032 - Advanced Hindi-Urdu II  HNUR 3290 - Hindi-Urdu Language Teaching Tutorial  HNUR 4002 - Beginning Hindi-Urdu II  HNUR 4004 - Intermediate Hindi-Urdu II  HNUR 4006 - Advanced Hindi-Urdu II  HNUR 5993 - Directed Readings Summer 2015 Courses for this semester are not yet available. They will become available on 05/26/2015. Hindi and Urdu Placement Tests Our Hindi-Urdu Language Program also conducts the Hindi and Urdu Placement Tests for those who have already acquired the language through other means and want to continue to learn the language at University of Minnesota. Students will be placed in an appropriate class according to their test results. Please contactProf. Hong for more information. Hindi and Urdu Proficiency Tests The Hindi and Urdu proficiency tests are administered every semester for students who want to test out of the second language requirement. The Hindi and Urdu proficiency tests are conducted the last Wednesday before spring break during the spring semester and the last Wednesday before Thanksgiving break during the fall semester. The next Hindi and Urdu Proficiency Tests will be held on March 11th, 2015 in room 113 Folwell Hall. Please contact Prof. Hong to register. Activities Hindi-Urdu students are engaged in various extra-curricular activities. The Hindi-Urdu Conversation Club was revived last year. The student club is designed to help Hindi-Urdu learners improve their skills through informal meetings and discussions on varied topics about Hindi-Urdu speaking countries. The club, which is composed of Hindi-Urdu speaking students and students who are learning Hindi-Urdu, meets weekly to improve their oral and aural skills. With a number of different topics discussed at the meetings, participants are also exposed to various cultural aspects of Hindi-Urdu speaking countries. Please e- mail Ariel Willette orSadiya Khan for more information. Hindi-Urdu tutors are available to students who are enrolled in Beginning or Intermediate Hindi-Urdu classes and need extra help outside of class. The tutors consists of students who have acquired advanced proficiency in the target languages and are enrolled in the HNUR 3290 Hindi-Urdu Teaching Tutorial; a class where the tutors are trained in the current language teaching methodologies and practices. Each tutor is paired up with a tutee and tutoring sessions are custom-designed for a tutee’s specific needs. Many Hindi-Urdu students are members of the Indian Student Association or the Pakistani Student Association, are actively involved in cultural events of the ISA or PSA, and serve as intermediaries between the students in Hindi-Urdu and the ISA or PSA. Learning Abroad Students wishing to advance their learning and attain fluency in Hindi and/or Urdu are advised to participate in study abroad programs through the American Institute for Indian Studies, the Berkeley Urdu Language Fellowship Program or other such programs.

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Resources  Digital South Asia Library  Samachar (Indian News)  American Institute of Indian Studies  American Institute of Pakistan Studies  BBC Urdu  BBC Hindi Faculty/Staff Sungok Hong

[email protected] Director of Language Instruction

Abir Ashir Bazaz [email protected]

Faculty

Sungok Hong [email protected]

612/626-8082

Asian Languages and Literatures 231D Folwell Hall 9 Pleasant Street SE Department Affiliations  Asian Languages and Literatures Narrative Sungok Hong specializes in Hindi/Urdu syntax with an emphasis on the Indirect Subject Construction, and in modern Hindi/Urdu literature and its history. She has extensive experience in teaching Hindi and Urdu, and has been engaged in training assistant instructors/teacher training. Her other research interests include linguistic typology, language pedagogy, second language acquisition, aspects of contrastive typology in language teaching, pragmatics in language learning/teaching, and culture in foreign language teaching/learning. Her book, Everyday Hindi, was published in June, 2012. She has presented papers at various conferences and participated in workshops. Her article on pedagogy, entitled "The Role of Heritage Students in Incorporating Culture into Language Teaching," was published in the electronic journal, South Asian Language Pedagogy and Technology. Her book, koriyaayii lok-kathaaeN, a translation of Korean folktales, was published in 2009, and her articles have appeared in various magazines, such as Kundanshil, Sahkaar Sancay, Rashtrdharm, and the Journal of South Asian Studies. Sungok Hong served as one of the three members of the Academic Consortium Board Program Evaluation team for the Council on International Educational Exchange Study Center in Hyderabad, India in the summer of 2006, and remained a Hyderabad-CIEE Study Abroad Program Faculty Selection Committee member of IU until the spring of 2012. She was Director and Lead Instructor of SIPHUR (Summer Intensive Program for Hindi and Urdu) designed for college and upper high school students for five summers from 2008 and 2012, and was Director and one of the instructors of HUTEP (Hindi Urdu Teacher Education Program) for the summers of 2011 and 2012, which was made possible with the generous funding STARTALK grant from the NSA.

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She is currently working on developing materials for Advanced Hindi/Urdu classes designed with an interdisciplinary approach to help students reinforce linguistic proficiency and acquire broader knowledge of the target country.

Specialties  Hindi-Urdu linguistics and languages  Modern Hindi and Urdu literatures  Comparative linguistics and linguistic typology  Second language acquisition and pedagogy Educational Background  Ph.D.: Languages and Cultures of Asia, University of Wisconsin, Madison, 2005.  M.A.: South Asian Studies, University of Wisconsin, Madison, 2001.  M.A.: Hindi Literature, University of Delhi, Delhi, India, 1983. Publications  Everyday Hindi. Hong, Sungok, Delhi: Dolphin Books, Author, 2012.  koriyaakii lok-kathaaeN (Korean Folktales). Hong, Sungok, Delhi: SHILALEKH Publishers, Author, 2009.  "The Role of Heritage Students in Incorporating Culture into Language Teaching". Hong, Sungok, SALRC (South Asia Language Resource Center at the University of Chicago), Author, 2008. Link Download Professional Activities  STARTALK-SIPHUR (Summer Intensive Program for Hindi and Urdu) targeted for high school and college students: Director and Lead Instructor , 2008 - 2012  STARTALK-HUTEP (Hindi Urdu Teaching Education Program): Director and Instructor , Summer 2011 - Summer 2012  Hyderabad-CIEE (Council on International Educational Exchange) Study Abroad Program: Faculty Selection Committee Member , 2006 - 2012  Academic Consortium Board Evaluation of the Hyderabad-CIEE Program, India: Academic Consortium Board’s Evaluation Team Member , August 2006 Awards  National Security Agency Grant, 2008 - 2012  New Frontiers in the Arts and Humanities-Exploration Traveling Fellowship Grants, Indiana University-Bloomington, 2007  SALRC Travel Grant awarded to present a paper and to chair a colloquium at the 10th NCOLCTL conference at UW-Madison, WI., 2007  IMDG (Instructional Media Development Grant) awarded to develop Web-based course material, Indiana University-Bloomington., 2006  National Security Agency-STARTALK Grant, 2008 - 2012 Courses Taught  HNUR 1011/4001 - Beginning Hindi-Urdu  HNUR 3021/4003 - Intermediate Hindi-Urdu  HNUR 5993 - Directed Readings

Address: 220 Folwell Hall, 9 Pleasant St SE, Minneapolis, MN 55455 Phone: 612-625-6534 E-mail: [email protected]

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UNIVERSITY OF TORONTO , MISSISSAUGA DEPARTMENT OF LANGUAGE STUDIES

Department of Language Studies | University of Toronto Mississauga

Department of Language StudiesF

Course Offerings

For the description and availability of the courses during the academic year 2014-2015, please visit Course Timetable Planner, and choose the session, the year of study, and the subject area you would like to view, i.e. Language Studies (for elective languages).

Some languages (e.g. Arabic, Chinese, Spanish) require placement tests to determine the best starting course for each student.

For access to and completion of the Language Course Assessment Questionnaire please click on this link: https://utm.utoronto.ca/language-studies/language-course-assessment-questionnaire

Language Courses Offerings:

HIN212Y5 - Introduction to Hindi Hindi HIN312Y5 - Intermediate Hindi

Language Courses Faculty, Sessional Lecturers and Course Instructors

Hansa Deep Sessional Lecturer (Hindi) [email protected]

MAILING ADDRESS: Department of Language Studies University of Toronto at Mississauga Suite 301, Erindale Hall 3359 Mississauga Road North Mississauga Ontario Canada L5L 1C6 Fax: (905) 569-4587

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UNDERGRADUTE COUNSELLOR (student inquries related to admission, courses, programs, requirements, credits, etc.) Rosa Ciantar Room 301B, Erindale Hall Phone: (905) 828-3725 Email: [email protected]

SPECIAL PROJECTS COORDINATOR & DEPARTMENT ASSISTANT Joanna Szewczyk Room 301A, Erindale Hall Phone: (905) 569-5682 Email: [email protected]

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University of Washington

Asian Languages & Literature

South Asian Program Description South Asian

The language and degree programs in South Asian languages at the University of Washington’s Department of Asian Languages and Literature are renowned nationally and internationally for their excellence. The Department's programs in South Asian languages are systematic and rigorous, as well as tailored to the needs of a diverse student population. These programs equip students with a full complement of skills, including speaking, reading, writing, aural comprehension, translation, and grammatical analysis, in order to meet the needs of students with different interests and goals. Full programs of instruction, comprising three years of basic instruction plus an array of supplementary courses, are available at both the undergraduate and graduate level for Hindi and Sanskrit. In addition, three years of instruction is available for Urdu and two for Bangla (Bengali). Other languages taught at the graduate level on a more limited basis include Apabhramsa, Avadhi, Braj, Pali, and Prakrit (including Gandhari). Students at the UW have also been able to obtain language training in other South Asian languages (e.g. Malayalam, Panjabi, Tibetan) through the UW's participation in various national and international consortia and language training programs.

At the undergraduate level, the Department of Asian Languages and Literature offers both majors and minors in Hindi and Sanskrit, with comparable tracks for Urdu under development. Undergraduate majors in South Asian languages, in addition to taking course work in languages, are encouraged to draw from an extensive array of courses in South Asian studies offered in departments and units such as Anthropology, Art History, Comparative Literature, Comparative Religion, Geography, International Studies, Music Political Science, Women's Studies. Many students have elected to pursue double majors, in which a major in a South Asian language has been paired with majors in professional fields (e.g. premed, International Studies).

At the graduate level, the South Asian Languages Program offers both the M.A. and Ph.D. degrees, with concentrations in Hindi, Sanskrit, and Buddhist Studies. It provides an excellent environment for not only developing advanced proficiency in South Asian languages, but also, through its various classes, seminars, and colloquia, for acquiring professional training in the description, analysis, and critical interpretation of South Asian languages and

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literary texts. A sample of classes and seminars rarely taught elsewhere include those on the decipherment, translation and interpretation of early Buddhist texts, Sanskrit Epigraphy, on the life of Buddha in comparative perspective, on Pali, Prakrit, and Gandhari, on medieval Hindi literary languages (e.g. Braj, Avadhi, Rajasthani) and literatures and on the study of Indian religious themes and motifs throughout history.

There are several areas of research in which the Department's faculty and programs in South Asian languages are particularly well known, including the following: Sanskrit literature and language; Middle Indo-Aryan languages and literatures; Indian religion; Buddhist studies; epigraphy, paleography, and the history of Indic writing systems; Hindi and Indo-Aryan linguistics; medieval devotional texts and religion; comparative mythology; hagiography, and the description of Indian gods and goddesses throughout the course of South Asian history. The Department of Asian Languages and Literature is the home of the Early Buddhist Manuscript Project, a joint enterprise of the University of Washington and the British Library, which has attracted international attention for its research into the language and texts of the earliest surviving written materials of the entire Buddhist tradition.

Funding opportunities for Graduate students include research assistantship in the Early Buddhist Manuscript Project and a limited number of teaching assistantships for Hindi. Graduate students in the Department of Asian Languages are also eligible to apply for National Resource Fellowships, formerly designated FLAS, administered under the auspices of the Henry M. Jackson School of International Studies.

The Department of Asian Languages and Literature sponsors many lectures and colloquia, many in conjunction with other units on campus. The University of Washington Libraries boast one of the most extensive collections of South Asian materials in the country. The University of Washington is the location of a National Resource Center for South Asian Studies, funded through a grant from the United States Department of Education. Opportunities to participate in South Asian cultural events abound as Seattle is home to a significant South Asian population with an active cultural and arts scene. Seattle is the site of many concerts of classical and popular South Asian music, of festivals of South Asian film, and of exhibitions of South Asian art. Seattle is also the home of a vibrant and growing South Asian community, which interacts with faculty and students at the University in numerous ways.

Hindi

Hindi, a member of the Indo-Aryan branch of the Indo-European family of languages, is, by any standard, one of the major languages of the world. With upwards of 300 million native speakers, it ranks between the third and fifth among the world's languages in terms of the number of native speakers. Along with English, Hindi is one of the two officially recognized national languages of India. It has significant concentrations of speakers in the Indian states of Uttar Pradesh, Uttaranchal, Madhya Pradesh, Chhattisgarh, Bihar, Jharkhand, Haryana, Rajasthan, Himachal Pradesh, and Delhi. Distinctive varieties of Hindi are found in other regions of India outside of the so-called "Hindi belt," including those spoken in Mumbai, Calcutta, and Hyderabad. Varieties of Hindi are spoken by millions of people in

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South Asia as a second or subsequent language. Overseas varieties of Hindi are spoken in many countries, including Guyana, Suriname, Trinidad, Fiji, Mauritius, and South Africa. Hindi, along with its sister language Urdu, is used as a lingua franca in emigrant South Asian communities throughout the world.

Hindi is the language of a rich literary tradition, written in both the modern standard language and in medieval dialects such as Braj and Avadhi. The devotional poets Surdas (16th century), Tulsidas (1532-1623), and Kabir (15th century) wrote in early literary varieties of Hindi. Important Hindi literary figures in more recent times include Bharatendu "Harishchandra" (1850-85) and Dhanpat Rai "Premchand" (1880-1936).

The Department of Asian Languages and Literature offers a wide range of courses in Hindi language and literature, at both the undergraduate and graduate levels. These courses include three years of basic instruction in the language, courses in modern and medieval Hindi literature, and advanced courses in Hindi grammar, reading, and conversation.

In its official style, Hindi is written in the Devanagari writing system. A sister language to Hindi, written in Perso-Arabic script, and drawing upon the rich cultural and linguistic resources of Persian and Arabic, is Urdu, which is also offered in the Department of Asian Languages and Literature.

Please see the UW Course Catalog for course descriptions and Courses for class offerings per quarter.

Hindi Proficiency & Placement

See also general information on Proficiency and Placement Exams.Proficiency Exams measure your ability in a language and are used to satisfy or waive language requirements. Placement Exams and interviews determine which language class is appropriate for your background and ability. The department does not offer either kind of exam to those outside the University.

Proficiency

Exam is administered at the Office of Educational Assessment, 440 Schmitz Hall [map], (206) 543-1171.

Placement:

If you would like to take first-year Hindi and are not currently enrolled in any UW Hindi language class, you must first complete the online Hindi Language Placement Questionnaire,available the first day of the first week of registration for Autumn quarter (early May). You are highly encouraged to submit your questionnaire as early as possible during the registration period, since the questionnaire can be closed without notice.

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The first-year Hindi sequence is divided into two sections, one (311B) for students with no background whatsoever in Hindi, and the other (311A) for students with some (but not extensive) background. Both sections will meet daily from 9:30 to 10:20. Students are grouped into the two sections after completing the questionnaire about their backgrounds in Hindi.

The first-year Hindi sequence begins in Autumn and continues through Winter and Spring. It is not possible to begin the sequence in the Winter or Spring terms, since the preceding terms' courses are prerequisites. In other words, if you are interested in taking first-year Hindi at UW, you must enroll in the Autumn quarter. If you miss registering for Autumn quarter you will have to wait till the start of the series in the following Academic Year, i.e., next Autumn.

Enrollment Restrictions: Because it is quite possible that students enrolled in Hindi 311 may already have some exposure to or proficiency in Hindi, it is important that the University of Washington policy concerning taking language courses at the first and second-year level be understood. This policy reads as follows:

First-year (elementary) or second-year (intermediate) foreign-language credit is not granted either by examination or by course completion in a student’s native language. “Native language” is defined as the language, or one of the languages, spoken in the student’s home during the first six years of his or her life and in which he or she received instruction through the seventh grade.

Students who misrepresent the extent of their background so as to gain entrance to a course at the elementary of intermediate level may be dropped from the rolls of that course. Students who have questions as to whether they are prohibited from taking Hindi 311 according to this policy should speak with one of the instructors so as to obtain a suitable placement in a Hindi course at the appropriate level.

Once you have submitted your questionnaire, you will receive email indicating your status and including further directions. Notification is normally within five working days; however, submissions for Fall quarter classes received after the Spring quarter's eighth week of instruction will be responded to within one month.

Note that the questionnaire may be closed during certain periods over the summer. If you find it closed, please check back again later.

Note: If you get a "catalyst tools error" message when clicking on the link below, this simply means the questionnaire is currently closed.

Language Study, Languages Offered

At present, the Department offers courses of instruction in the following Asian languages: Bengali (Bangla), Chinese, Hindi, Indonesian,Japanese, Korean, Sanskrit, Pali a

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nd the Prakrits, Thai, Urdu, and Vietnamese. (Tagalog (Filipino) is taught in the Department of American Ethnic Studies.) Visit each language's page for further information.

Courses - Current And Upcoming

Hindi Courses

Course Course Section / SLN Instructor Meetings Website

MTWThF 09:30-10:20 Course

HINDI 312: Elementary Hindi A - 15057 Prem Pahlajrai

SAV 131 Website

MTWThF 10:30-11:20 Course

HINDI 322: Intermediate Hindi A - 15058 Prem Pahlajrai

* * Website

MTWThF 09:30-10:20 Course

HINDI 402: Advanced Hindi A - 15059 Michael C. Shapiro

PAR 212 Website

to be arranged -

HINDI 499: Undergraduate Research A - 15060 * *

HINDI 502: Studies In Medieval Avadhi M W F 12:30-13:20 Course

A - 15061 Heidi Pauwels

Literature SAV 140 Website

Faculty in This Area

Jameel Ahmad

Senior Lecturer

Ph.D. (Urdu) Jawaharlal Nehru University, 2011

M.Phil. (Urdu) Jawaharlal Nehru University, 1998

M.A. (Urdu) Jawaharlal Nehru University, 1996

B.S. (Physics) R.M.L. Avadh University, 1992

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[email protected]

206-543-6491

M231 Gowen Hall

Office Hours:

Mondays & Wednesdays 11:30-12:20

FIELDS OF INTEREST

 South Asian  Hindi  Urdu  Literature  Poetry and Poetics  Translation and Interpretation  Ghazal History Poetics and Translation

COURSES TAUGHT)

Winter 2015

 URDU 312: Elementary Urdu A (Course Website)  URDU 402: Advanced Urdu A

Autumn 2014

 URDU 311: Elementary Urdu A (Course Website)  URDU 401: Advanced Urdu A

Spring 2014

 HINDI 403: Advanced Hindi A  URDU 313: Elementary Urdu A  URDU 403: Advanced Urdu A

Winter 2014

 URDU 312: Elementary Urdu A  URDU 322: Intermediate Urdu A  URDU 402: Advanced Urdu A

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Autumn 2013

 URDU 311: Elementary Urdu A  URDU 321: Intermediate Urdu A  URDU 401: Advanced Urdu A

Spring 2013

 ASIAN 498: Special Topics A Literature of Love and Liberation: Introduction to Urdu Poetry in South Asia (Course Website)  HINDI 403: Advanced Hindi A  URDU 313: Elementary Urdu A  URDU 403: Advanced Urdu A

Winter 2013

 URDU 312: Elementary Urdu A  URDU 402: Advanced Urdu A

Autumn 2012

 URDU 311: Elementary Urdu A  URDU 401: Advanced Urdu A

Prem Pahlajrai

Lecturer

Ph.D Asian Languages and Literature, University of Washington, 2013

M.A. Asian Languages and Literature, University of Washington, 2005

M.S. Electrical Engineering, Georgia Institute of Technology, 1990 B.S. Computer Engineering, Pune University, 1987

[email protected]

206-543-4096

231 Gowen Hall

Office Hours:

Tuesdays 8:00-9:00 & Wednesdays 11:30-12:20

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FIELDS OF INTEREST

 South Asian  Hindi  Sanskrit  Language Pedagogy  Advaita Vedanta

Selected: Graduate, Dissertations

 Pahlajrai, Prem. (2014). Niścaldās and his Vṛttiprabhākar: Advaita Vedānta in the Vernacular (Unpublished doctoral dissertation). University of Washington, Seattle. Adviser: Collett Cox

Selected: Graduate, Masters Theses

 Prem Pahlajrai. "The Authorship of the Pañcadaśī and the Textual Context of its Tṛptidīpa-prakaraṇa." Master's Thesis: 2005.

COURSES TAUGHT)

Winter 2015

 HINDI 312: Elementary Hindi A (Course Website)  HINDI 322: Intermediate Hindi A (Course Website)

Autumn 2014

 HINDI 311: Elementary Hindi A (Course Website)  HINDI 321: Intermediate Hindi A (Course Website)

Spring 2014

 ASIAN 498: Special Topics B Intro to Indian Philosophical Literature (Course Website)  HINDI 313: Elementary Hindi A (Course Website)

Winter 2014

 HINDI 312: Elementary Hindi A (Course Website)  HINDI 322: Intermediate Hindi A (Course Website)

Autumn 2013

 HINDI 311: Elementary Hindi A (Course Website)

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 HINDI 311: Elementary Hindi AA  HINDI 311: Elementary Hindi AB  HINDI 321: Intermediate Hindi A (Course Website)

Spring 2013

 ASIAN 498: Special Topics B The Bhagavad Gita (Course Website)  HINDI 313: Elementary Hindi A (Course Website)

Winter 2013

 HINDI 312: Elementary Hindi A (Course Website)  HINDI 312: Elementary Hindi AA  HINDI 312: Elementary Hindi AB  HINDI 322: Intermediate Hindi A (Course Website)

Autumn 2012

 HINDI 311: Elementary Hindi A (Course Website)  HINDI 311: Elementary Hindi AA  HINDI 311: Elementary Hindi AB  HINDI 321: Intermediate Hindi A (Course Website)

Heidi Pauwels

Professor

Ph.D. Asian Languages and Literature, University of Washington, 1994

M.A. Eastern Philology and History: Indo-Iranistics, Katholieke Universiteit Leuven, Belgium, 1986

B.A. Eastern Philology and History: Indo-Iranistics, Katholieke Universiteit Leuven, Belgium, 1983

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[email protected]

206-543-4235

233 Gowen Hall

Office Hours:

Mondays and Fridays 1:30-2:20

FIELDS OF INTEREST

 South Asian  Hindi  Sanskrit  Medieval

 Medieval and modern Hindi language and literature  Hinduism  Sanskrit language and literature

Current Research Projects:

 Edition and translation of selected works by Nagridas, alias Savant Singh of Kishangarh (1699-1764).Confluence of medieval Hindi devotional and Indo-Persian and Rajasthani court idiom (sponsored by the Guggenheim Fellowship).  Revisiting the birth of Urdu: the reception of "the father of Urdu," Vali, in eighteenth-century Delhi salons, an interdisciplinary project with Purnima Dhavan (History, UW) (sponsored by a Simpson Cross Disciplinary Conversations grant).  An edited volume on Indian Satire in the Period of First Modernity. to be published from Wiesbaden: Harrassowitz with Monika Horstmann (University of Heidelberg, Germany).

selected: Publications

 Pauwels, Heidi. "Cosmopolitan Soirées in Eighteenth-Century North India: Reception of early Urdu Poetry in Kishangarh." South Asia Multidisciplinary Academic Journal (Centre d’Études de l’Inde et de l’Asie du sud). 2014b.

Selected: Publications, Essays

 Pauwels, Heidi. "When a Suﬁ tells about Krishna’s Doom:The Case of Kanhavat." The Journal of Hindu Studies (2013;6): 21–36.

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 Heidi Pauwels. "A Tale of Two Temples: Mathura’s Kesavadeva and Orchha’s Caturbhujadeva." South Asian History and Culture2.2 (2011): 278-299.  Heidi Pauwels. "Rathauri Mira." International Journal of Hindu Studies 14.2-3 (2011): 177-200.  Heidi Pauwels. "The Woman Waylaid at the Well:' A Folk Theme Appropriated in Myth and Movies." Asian Ethnology 69.1 (2010): 1-33.  Heidi Pauwels. "The Saint, the Warlord, and the Emperor: Discourses of Braj Bhakti and Bundela Loyalty." Journal of the Economic and Social History of the Orient 52 (2009): 187-228.  Heidi Pauwels. "Stealing a Willing Bride: Women’s agency in the myth of Rukmini's Elopement." Journal of the Royal Asiatic Society 17.4 (2007): 407-441.

Selected: Publications, Books

 Heidi Pauwels, Monika Horstmann, eds. Indian Satire in the Period of First Modernity. Khoj 9. Harrassowitz Verlag: 2012.  Heidi Pauwels. Patronage and Popularisation, Pilgrimage and Procession: Channels of Transcultural Translation and Transmission in Modern and Pre-Modern South Asia. Wiesbaden: Harrassowitz, 2009.  Heidi Pauwels. The Goddess as Role Model: Sita and Radha in Scripture and on Screen. New York: Oxford University Press, 2008.  Heidi Pauwels. Indian Literature and Popular Cinema: Recasting Classics. London and New York: Routledge, 2007.  Heidi Pauwels. In Praise of Holy Men: Hagiographic poems by and about Hariram Vyas. Groningen Oriental Studies 18. Groningen: Egbert Forsten, 2002.  Michael C. Shapiro, Heidi Pauwels, Carol Salomon, Alan W. Entwistle. Studies in Early Modern Indo-Aryan Languages, Literature and Culture. South Asia Books. (Completed/published)  Heidi Pauwels, Harirama Vyas. Krsna's Round Dance Reconsidered: Hariram Vyas's Hindi Ras-Pancadhyayi. Curzon Press.(Completed/published)

Selected: Projects

 Heidi Pauwels, Purmina Dhavan. Welcoming Vali: An Exploration of the Literary Legacy of Vali Dakhani. 2011.

COURSES TAUGHT

Winter 2015

 ASIAN 498: Special Topics A (Course Website)  HINDI 502: Studies In Medieval Avadhi Literature A (Course Website)

Autumn 2014

 HINDI 401: Advanced Hindi A (Course Website)

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Spring 2014

 SNKRT 413: Advanced Sanskrit A (Course Website)  SNKRT 550: Seminar On Sanskrit Literature A (Course Website)

Winter 2014

 ASIAN 203: Literature And Culture Of Ancient And Classical India A Love and War (Course Website)  HINDI 421: Survey Of Modern Hindi Literature A

Autumn 2013

 ASIAN 580: Seminar In Hinduism Studies A  HINDI 401: Advanced Hindi A

Winter 2013

 HINDI 402: Advanced Hindi A

Autumn 2012

 ASIAN 207: Special Topics In Literature And Culture Of Asia B (Course Website)  ASIAN 207: Special Topics In Literature And Culture Of Asia BA  HINDI 502: Studies In Medieval Avadhi Literature A (Course Website)

Michael C. Shapiro

Professor, Divisional Dean of Humanities

Ph.D. Linguistics, University of Chicago, 1974

M.A. Linguistics, University of Chicago, 1970

B.A. Linguistics, Queens College (CUNY), 1967

[email protected]

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071 Communications Building

Office Hours:

By Appointment Only

FIELDS OF INTEREST

 South Asian  Hindi  Linguistics

 Indo-Aryan languages and linguistics

Current Research Projects:

 Book-length study on the structure and history of the Hindi language.  Studies on the linguistic structure and rhetorical structures of early New Indo-Aryan texts.  Work on aspects of early Sikh scripture.

Research

Publications, Essays

 Heidi Pauwels. "Rathauri Mira." International Journal of Hindu Studies 14.2-3 (2011): 177-200.

Graduate, Dissertations  Pahlajrai, Prem. (2014). Niścaldās and his Vṛttiprabhākar: Advaita Vedānta in the Vernacular (Unpublished doctoral dissertation). University of Washington, Seattle.

Selected: Publications, Essays

 "Evo suyadi: Essays in Honor of Richard Salomon's 65th Birthday." Bulletin of the Asia Institute New Series/Volume 23  William Boltz, Michael C. Shapiro. Studies in the Historical Phonology of Asian Languages. Current Issues in Linguistic Theory77. John Benjamins Publishing Company. (Completed/published)

Selected: Publications, Books

 Michael C. Shapiro, Harold Schiffman. Language and Society in South Asia. Forus Publications. (Completed/published)  Michael C. Shapiro, Heidi Pauwels, Carol Salomon, Alan W. Entwistle. Studies in Early Modern Indo-Aryan Languages, Literature and Culture. South Asia Books. (Completed/published)

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COURSES TAUGHT

Winter 2015  HINDI 402: Advanced Hindi A (Course Website)

Spring 2014  HINDI 503: Studies In Medieval Sant Literature A

Winter 2014

 HINDI 402: Advanced Hindi A (Course Website)

Winter 2013

 ASIAN 498: Special Topics C (Course Website)  HINDI 422: Survey Of Modern Hindi Literature A (Course Website)

Autumn 2012  HINDI 401: Advanced Hindi A (Course Website)

Amruta M. Chandekar

Doctoral Student in South Asian Languages and Literature; Teaching Assistant in South Asian

M.A. South Asian Languages and Literature, University of Washington, 2011

M.A. Applied Linguistics, University of Hyderabad, 2008

M.A. in Sanskrit (Grammar), University of Pune, 2006

[email protected]

ART 339

Office Hours:

By Appointment Only

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FIELDS OF INTEREST

 South Asian  Hindi  Sanskrit  Urdu  Linguistics  Narrative Theory  Structuralism

 COURSES TAUGHT(ACTIVE TAB) Autumn 2014  HINDI 431: Advanced Conversational Hindi A (Course Website)

Spring 2014

 HINDI 323: Intermediate Hindi A (Course Website)

Autumn 2013

 HINDI 431: Advanced Conversational Hindi A (Course Website)

Spring 2013

 HINDI 323: Intermediate Hindi A

Corbett Costello Graduate Student in South Asian Languages and Literature

M.A., South Asian Literature, Columbia University, 2011

B.A., Art History, University of Texas, 1997

[email protected]

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FIELDS OF INTEREST

 Hindi  Sanskrit  Textual Studies  Brajbhasha  History of the Book in India  Paleography  Epigraphy

Christopher L. Diamond

Graduate Student in South Asian Languages and Literature; Teaching Assistant in South Asian

B.A., Hindi and Music, School of Oriental and African Studies, London, 2011

[email protected]

Art 339

Office Hours:

Tuesdays & Thursdays 10:30-11:20

FIELDS OF INTEREST

 Bengali (Bangla)  Hindi  Sanskrit  Aesthetics  Drama  Music  Poetry and Poetics  Bhakti literature

Joseph (Vallabhdas) Langerfeld

MA in South Asian Studies

B.A., Geography, Middlebury College, 2001

[email protected]

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FIELDS OF INTEREST

 South Asian  Hindi  Sanskrit  Persian  Bhakti

Sasha Prevost Graduate Student in South Asian Master of Divinity, Religion, Harvard University, 2012 B.A., Comparative Religion & History, University of Washington, 2009

[email protected]

FIELDS OF INTEREST

 South Asian  Hindi  Aesthetics  Dance  Gender, Women, and Sexuality Studies  Poetry and Poetics  Religion  Hinduism  Persian  Sufism  Bhakti literature

Maria Alejandra Robinson

Graduate Student in South Asian Languages and Literature M.A. in Urdu, Jawaharlal Nehru University, 2009 B.A. in Spanish, Jawaharlal Nehru University, 2007 [email protected]

Fields of Interest- South Asian, Hindi, Urdu, Linguistics

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32 Washington University in St. Louis

Washington University in St. Louis Hindi

E-mail: [email protected]

Departmental website: http://jinelc.wustl.edu

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Courses

L73 Hindi 112D Beginning Hindi II Continuation of 101D, devoted to the further development of basic skills — listening, speaking, reading and writing — with a particular emphasis on the acquisition of speaking proficiency. Prerequisite: Hindi 111D or placement by examination. Credit 5 units. A&S: LA A&S: IQ, LCD, LS BU: HUM, IS EN: H

L73 Hindi 202 Intermediate Hindi II Continuation of Hindi 201. Prerequisite: grade of B– or better in Hindi 201 or placement by examination. Credit 5 units. A&S: LA A&S: IQ, LCD, LS BU: HUM, IS

L73 Hindi 299 Undergraduate Independent Study Prerequisites: Hindi 202 and permission of the instructor and the department chair. Credit variable, maximum 6 units.

L73 Hindi 350 Introduction to South Asian Literature in Translation Credit 3 units. A&S: TH, CD BU: HUM

L73 Hindi 399 Independent Study Prerequisite: permission of instructor and the department. Credit variable, maximum 6 units.

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L73 Hindi 499 Independent Study Prerequisite: permission of instructor and the department. Credit variable, maximum 6 units.

Undergraduate Catalog 2014-15

About This Bulletin

The Undergraduate Catalog is Washington University in St. Louis’s catalog of undergraduate courses and degrees. The catalog includes undergraduate programs, degree requirements, course descriptions, pertinent university policies and faculty for students earning a degree through one of the four undergraduate schools: College of Arts & Sciences, Olin Business School, Sam Fox School of Design & Visual Arts (College of Architecture, College of Art), and School of Engineering & Applied Science. The degree requirements and policies in the 2014-15 Undergraduate Catalogapply to students entering Washington University during the 2014-15 academic year. The 2014-15 Undergraduate Catalog is entirely online but may be downloaded in PDF format for printing. Individual pages may be printed using the Print icon in the top right corner of the page. Every effort is made to ensure that the course information, applicable policies and other materials presented in the Catalog are accurate and correct. Washington University reserves the right to make changes at any time without prior notice. Therefore, the electronic version of the Catalog may change from time to time without notice. The governing document at any given time is the then-current version of the Catalog, as published online, and then currently applicable policies and information are those contained in that Catalog. More information about the four undergraduate schools may be found by visiting their websites: College of Arts & Sciences: http://college.artsci.wustl.edu Olin Business School: http://olin.wustl.edu Sam Fox School of Design & Visual Arts (Colleges of Architecture and Art):http://samfoxschool.wustl.edu Engineering & Applied Science: http://engineering.wustl.edu For the most current information about available courses and class scheduling, visit https://acadinfo.wustl.edu (WebSTAC). Questions concerning theUndergraduate Catalog may be addressed to [email protected]. For catalogs and course information pertaining to other Washington University in St. Louis schools and programs, please visithttp://wustl.edu/academics/bulletins.html.

University Addresses Office of Undergraduate Admissions Room 135, S. Brookings Hall Washington University in St. Louis Campus Box 1089 One Brookings Drive St. Louis, Missouri 63130-4899 (314) 935-6000 1-800-638-0700 Fax: (314) 935-4290 Website: admissions.wustl.edu Email: [email protected] Student Financial Services Room 75, N. Brookings Hall Washington University in St. Louis Campus Box 1041 One Brookings Drive St. Louis, Missouri 63130-4899 (314) 935-5900 1-888-547-6670 Fax: (314) 935-4037 Website: sfs.wustl.edu Email: [email protected]

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SYRACUSE UNIVERSITY THE COLLEGE OF ARTS AND SCIENCE Languages, Literatures, and Linguistics

Hindi Language

Why Study Hindi?

Hindi is a modern Indo-Aryan language spoken in South Asian countries (India, Pakistan, Nepal) and also in other countries outside Asia (Mauritius, Trinidad, Fiji, Surinam, Guyana, South Africa and other countries). Approximately eight hundred million people speak Hindi, as either a first (480 million) or second language. It is ranked among the second most widely spoken languages of the world. Along with English, it is the official language of India with the second fastest growing economy in Asia. Also, Hindi is the language of Bollywood film industry.

India arch

Tej K. Bhatia [email protected]  Hindi Instructors

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Hindi Course Descriptions

HIN 101: Hindi-Urdu I (4 credits) fall semester only

Introductory proficiency-based course, which prepares students to understand, speak, read, and write in culturally authentic contexts. Activities are conducted in Hindi. No prior knowledge needed

HIN 102: Hindi-Urdu II (4 credits) spring semester only;

Continuing proficiency-based course, which develops communicative abilities in speaking, listening, reading, and writing in culturally authentic contexts. Activities are conducted in Hindi. Prereq.: HIN 101

HIN 201 Hindi-Urdu III (4 credits) fall semester only

Continuing proficiency-based course, which refines and expands previously acquired linguistic skills in culturally authentic contexts. Activities are conducted in Hindi. Prereq.: HIN 102

HIN 202 Hindi-Urdu IV (4 credits) spring semester only

Continuing proficiency-based course, which further refines and expands previously acquired linguistic skills in culturally authentic contexts. Incorporates reading, discussing, and

HIN 620 Advanced Hindi; Hindi for Research Purposes

Continuation of Hindi-Urdu 202; repeatable; it also allows grad students to use Hindi for research purposes; Prereq.: HIN 202 or its equivalent

HIN 490 Independent Study (1-6 credits)

Proposals must be presented to and approved by the Hindi language coordinator. All work must be done in Hindi.

HIN 690 Independent Study (1-6 credits)

Proposals must be presented to and approved by the Hindi language coordinator. All work must be done in Hindi.

Hindi Course Schedule

FALL 2014 Course Offerings Course #: Title: Time: Instructor:

HIN 101 Hindi/Urdu I MW 9:30-10:25 Dwivedi

TTH 9:30-10:50

HIN 201 Hindi/Urdu IIL MW 10:35-11:30 Dwivedi

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TTH 11:00-12.20

HIN 620 Hindi for Research Purposes TBA Staff

Spring 2014 Course Offerings Course Title: Time: Instructor: #:

HIN 102 Hindi/Urdu II MW 9:30- Dwivedi 10:25

TTH 9:30- 10:50

HIN 202 Hindi/Urdu IV MW 10:35- Dwivedi 11:30

TTH 11:00- 12:20

HIN 620 Language Training in Preparation for Research MWF 8:25- Tej Bhatia, Anand Using Hindi 9:20 Dwivedi

Fall 2013 Course Offerings Course #: Title: Time: Instructor:

HIN 102 Hindi/Urdu II MW 9:30-10:25 Dwivedi

TTH 9:30-10:50

HIN 202 Hindi/Urdu IV MW 10:35-11:30 Dwivedi

TTH 11:00-12:20

HIN 620 Hindi for Research MWF 8:25-9:20 Bhatia

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Fall 2012 Course Offerings Course #: Title: Time: Instructor:

HIN 101 Hindi/Urdu I MW 9:30-10:25 Dwivedi

TTH 9:30-10:50

HIN 201 Hindi/Urdu IIL MW 10:35-11:30 Dwivedi

HIN 620 Hindi for Research Purposes MWF 8:25-9:20 Bhatia/Dwivedi

Hindi Resources

General Language Resources

Hindi Language and Literature

Hindi Language Schools

Hindi Resources

Hindi Program at Univ. of Pennsylvania - Various links to audio tutorials

India:Languages & Resources

World Language Resources :writing samples, translation, sound samples

On Line Resources

IndiaServer.com: Links to major news sites.

The Hindu: the daily on-line English edition of the Hindu Newspaper Online Pedagogical Resources at Syracuse

http://faculty.maxwell.syr.edu/jishnu/ Syracuse University-Japan Grammar Project

http://www.aa.tufs.ac.jp/~kmach/gicas/Ketelaar/Ketelaar.htm

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Research Faculty Languages, Literatures, and Linguistics ------Tej K. Bhatia

Professor of Linguistics 312 HB Crouse Hall [email protected]

315-443-5374 Research Interests: bilingualism, multiculturalism, media (advertising) discourse, socio- and psycho-linguistics, and the structure and typology of English and South Asian languages (particularly Hindi, Urdu and Punjabi).

------Ian Wilson Instructor of Hindi [email protected]

------

CONTACT:

Tej Bhatia Linguistics Program Coordinator 312 HB Crouse Hall [email protected] 315-443-5374

------

Languages, Literatures, and Linguistics 340 HB Crouse Hall Phone: 315-443-2175 Fax: 315-443-5376 Email: [email protected]

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