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RAJENG00941/20/1/2012-TC, Volume 1 Number 1 30 January 2013 English, Biannual, Udaipur Price: ` 150 Annual Azim Premji University (Original Volume 2 Number 1 January 2013 ISSN: 2277-307X) Language and Language Teaching Editors Rama Kant Agnihotri, Vidya Bhawan Society, Udaipur, India (Formerly at the University of Delhi) A. L. Khanna, ELT Consultant, Delhi, India (Formerly at the University of Delhi) Editorial Committee Suranjana Barua, Tezpur University, Assam, India Haobam Basantarani, Language Consultant, Delhi, India Rajni Dwivedi, Vidya Bhawan Society, Udaipur, Rajasthan, India Praveen Singh, University of Delhi, Delhi, India Rajesh Kumar, IIT, Patna, Bihar, India Devaki Lakshminarayan, Azim Premji University, Bengaluru, Karnataka, India Executive Committee H.K. Dewan, Vidya Bhawan Society, Udaipur, Rajasthan, India S. Giridhar, Azim Premji University, Bengaluru, Karnataka, India Partha Sarathi Misra, Azim Premji University, Bengaluru, Karnataka, India International Review and Advisory Board R. Amritavalli, English and Foreign Languages University, Minati Panda, Zakir Hussain Centre for Educational Studies, Hyderabad, Andhra Pradesh, India JNU, Delhi, India Rakesh Bhatt, University of Illinois, Urbana-Champagne, D.P. Pattanayak, Founder Director, CIIL, Mysore, Karnataka, Illinois, USA India Tanmoy Bhattacharya, University of Delhi, Delhi, India Robert Phillipson, Copenhagen Business School, Denmark Jim Cummins, University of Toronto, Toronto, Canada N.S. Prabhu, Former Head of English Language, National Ganesh Devy, Dhirubhai Ambani Institute of Information and University of Singapore, Singapore. Communication Technology, Gandhinagar, Gujarat, India Tariq Rahman, Quaid-i-Azam University, Islamabad, Pakistan Kathleen Heugh, University of South Australia, Australia Anju Sahgal Gupta, Indira Gandhi National Open University, Ayesha Kidwai, Jawaharlal Nehru University, Delhi, India Delhi, India Stephen D. Krashen, University of Southern California, Los Itesh Sachdev, School of Oriental & African Studies, University Angeles, California, USA of London, UK Kay McCormick, University of Cape Town, Cape Town, South Rajesh Sachdeva, Former Director, CIIL, Mysore, Karnataka, Africa India Rajend Mesthrie, University of Cape Town, Cape Town, South Sadhna Saxena, University of Delhi, Delhi, India Africa Udaya Narayana Singh, Tagore Research Chair, Visva Bharati, K. P. Mohanan, IISER, Pune, Maharashtra, India Santiniketan, West Bengal, India Ajit Mohanty, formerly at the Zakir Hussain Centre for M.L. Tickoo, formerly at the English and Foreign Languages Educational Studies, JNU, Delhi, India University, Hyderabad, Andhra Pradesh, India Aditi Mukherjee, National Translation Mission, CIIL, Mysore, Mahendra K. Verma, University of York, York, UK Karnataka, India Copy editor: Preeti Jhangiani; Cover: Aseem Ralhan; Layout: Rajesh Sen Thanks are due to Preeti Misra and Namrita Batra for their help in finalizing this issue. © 2012 Vidya Bhawan Society, Udaipur (Raj.) The views expressed in the articles in LLT are those of the authors only. First issue being published under registration with the office of the Registrar of Newspapers for India Individual : ` 75; Institutional : ` 150 Language and Language Teaching Volume 2 Number 1 January 2013 Contents Articles Landmarks Multilinguality in Academic Institutes in India Chomsky’s Innateness Hypothesis: Implications for Language Learning and Teaching Nilu and Rajesh Kumar 1 Ayesha Kidwai Multilingual Education and Literacy: Research 57 from sub-Saharan Africa Kathleen Heugh 5 Book Reviews In a Multilingual Class Second Language Acquisition and Universal Grammar Rajni Dwivedi 10 Pritha Chandra 62 Role of L 1 in Foreign Language Learning Advanced English Grammar Classrooms: A Case Study of Learners of French Bidisha Som 64 Shambhavi Singh 12 Masti Ki Paathshala Language and Culture: About a Saora Class 1 Primer Parmanand Jha 65 Suggested Readings Mahendra Kumar Mishra 16 Thinking Culture in a Language Classroom: Vocabulary Teaching Gujarati as a Foreign Language Language Teaching Games and Contests Venu Mehta 21 Suranjana Barua 69 Writing in Classrooms: Missing Voices and Meri Badi Kitab Reflections Mukul Priyadarshini 70 Nidhi Kunwar 25 Continuing Professional Development: The Way Classroom Activities Forward for English Language Teachers Dominos Fun Kirti Kapur 29 Searching Spree Designing Second Language Curriculum Bhavna Tandon 71 S. C. Sood 33 Say only ‘yes’ or ‘no’ Teaching Learning Materials in a Multilingual Rajni Dwivedi 73 Education Programme Writing Poems Urmishree Bedamatta 38 Rhyme in line Do Language Codes Affect Multilingualism?: Manu Gulati 75 A Case Study of an Inclusive School Playing with Meaning Sneha Subramaniam 41 Devaki Lakshminarayan 77 Language across Curriculum: Principle to Practice Nisha Butoliya 45 Reports Fricatives and Affricates of English: A Case Study Workshop on Material Development of Assamese Learners Suneeta Mishra (The Sansarg Group) 78 Anima Baishya 49 Workshop on Language and Language Teaching Amresh Chandra 80 Interview Face to Face with Mr. Navnit Kumar Forthcoming Events Vijay Kumar 54 Haobam Basantarani 82 In the memory of Prof. Rajendra Singh That many of us would witness the departure of Prof. Rajendra Singh so soon is still difficult to believe. He was a major linguist of the past few decades and his work in Phonology, Morphology and Sociolinguistics and in South Asian linguistics will always be remembered and valued forever. After getting his Ph D from Brown University, Dr. Singh joined the University of Montreal and made seminal contributions in Phonology and Morphology. Prof. Probal Dasgupta remarks: “His 1987 article ‘Well-formedness conditions and phonological theory’ (Wolfgang Dressler et al.[eds] Phonologica 1984, 273-285) was a much-cited landmark paper that helped change the course of phonology.” Similarly, his work on Whole Word Morphology provided a completely new paradigm for examining the formal relationships obtaining among words. In fact, similar things can be said about most of his interventions into the nature and structure of language and its relationship to mind and society. He was on the Advisory Board of LLT and was a very special person for the Vidya Bhawan Society (VBS), Udaipur. He promised to spend a few weeks every year at VBS, and shared its dream of building bridges between the academia and education professionals of all kinds. He helped us conceptualize and eventually conduct several of our international seminars; the proceedings of some of these seminars have been published and translated into Hindi. He conducted courses on some aspect of language every year to enrich the resources of the Vidya Bhawan Education Resource Centre. Some of these included lectures/ discussions/ workshops on ‘The Nature of Language’ (published in English and Hindi as separate monographs from VBS, Udaipur, 2008); a lecture series on the Greco-Roman tradition in language teaching (likely to be published soon); a course in academic writing etc. He often ‘blamed’ some of us for pulling him into the discourse on ‘Indian English’ (IE) but that intervention on his part resulted in a position on IE that became a major site for discussion across the world. The ‘Afterword’ to the 1994 Sage volume (R.K. Agnihotri & A. L. Khanna, [ed.] Second Language Acquisition) initiated that discourse and it reached its climax in the publication of Indian English: Towards a New Paradigm (R.K. Agnihotri and Rajendra Singh, [eds.] 2013 Orient BlackSwan, New Delhi). Those of us who were fortunate to share evenings with him at Udaipur remember him with great affection, respect and awe. Every time he concluded a discussion, we used to wonder how he could digest so much knowledge. Though he was always so humble and gentle in his academic discourse, he was never willing to surrender an inch unless there was a solid reason to do so. VBS salutes him and would always cherish memories of the precious moments he spent with the VBS faculty. Vidya Bhawan Society Multilinguality in Academic Institutes in India Nilu and Rajesh Kumar Introduction We know that every child is fluent in her first India is a land of many languages. According to language (Chomsky, 1965). A child grows up the 2001 census, there are twenty-two official with her/his first language, and brings it to school. However, when the child reaches a higher languages in India, and more than one thousand educational institution, she/he has to switch to six hundred regional dialects along with their English. A natural question arises at this point; varieties. In the villages, most children go to why are higher educational institutions restricted government schools for their primary and to English? If India is a land of multilingualism, secondary education. In the government schools, then the medium of instruction in academic the syllabus, examination, debates, speeches, institutes should also be multilingual. This paper official formalities, etc., are conducted in the examines the Indian scenario of education that local, regional or official language. English may offers a monolingual solution to a multilingual be one of the subjects, but it is not the language situation. The paper discusses multilinguality and of the functional domains in most cases. Soon the acquisition of English language in higher after the completion of formal secondary academic institutes with particular reference to education, some students get into institutes of IIT Patna. higher education such as the IITs, NITs, IIITs, IIMs, AIIMS, or other medical