Outline

The Course aims to enhance the language proficiency of students at two levels; reading and writing in Gujarati. It also aims at enhancing their ability to analyze literary texts of known creative writers in the language and apply them in different fields of application. The course has special focus on contemporary issues, dealt by the creative writers in different forms of literature, keeping in mind the challenges of the nation as identified below. The challenges of the nation in the present era:

  • Economic Development, Rural and Urban linkages
  • Energy &Water
  • Urbanization, Infrastructure, Transport, Sanitation
  • Environment & Public Health
  • Food security, Agriculture
  • Education, Literacy
  • Ethics, Society &Social Justice

Apart from the above challenges, focus will also be on the challenges in the survival of the vernacular languages, literature and the cultural diversity of India with reference to Gujarati.

Medium of teaching and examination : Gujarati

Every semester, teaching will be spread over 16 weeks including two weeks for review.

Objectives :

It is expected that after the completion of the course the students will be able to:

– Use their language in different situations and develop proficiency in reading and writing.
– Critically examine the issues highlighted in the texts and express their ideas and observations.
– Initiate discussions on the issues highlighted in the texts and similar social issues identified by them.
– Enhance their reading skills and the style of writing.
– Evaluate and appreciate unknown texts.
– Build their creative expression and presentation.
– Collect information on their language, literature and culture and present them before others.

Organization of Teaching

There are six units in the course speread over 14 weeks. There would be 56 teaching periods and
14 periods for students’ presentation in a semester and the total number of period will be 70 (56+14). The details of the Units / themes and their distribution of periods are given below. In addition two weeks for field work/ project work / trip – related activity as required by the course curriculum will be given.

The course includes the following units/themes/subthemes:
Unit 1 : Nature and Environment (10 periods)

Unit 2 : Regional Language and National Integration (10 periods)

Unit 3 : Literacy and Women Education (10 periods)

Unit 4 : Rural life and Urbanization (10 periods)

Unit 5 : Natural resources and Industrialization (08 periods)

Unit 6 : Equality and Social Justice (08 periods)

Teaching/Learning material

The course includes the following themes:

– Equality and Social Justice
– Language and National Integration
– Literacy and Women Education
– Natural resources and Industrialization
– Nature and Environment
– Rural lifeand Urbanization
– Diaspora writings

Reading Texts:

1. Kimbal Ravenswood : Madhu Ray
2. Arvalli : KishorsinhSolanki
3. Kautuk : Madhuthakar
4. Dhalkachbo: NasirMansoori
5. AndhriGalimaSafedTapka:Himanshi Shelat
(Frozen Whites in A Dark Alley and Other Stories)

Supplementary material
Monographs of important authors in Gujarati
Documentary films on important authors and places of importance in Gujarat Web materials; Gujarati newspapers, magazines and blogs

Assessment

The assessment of the students’ performance will be through:

Continuous evaluation of Project work (35 marks)

End Semester written examination (40 marks)

Project Work:

The students are expected to submit 1 project, which will provide scope to the students to express their appreciation for their language, literature and culture. A long list of topics will be made available to them in the beginning of the course. This can be extended to rewriting, adaptation, retelling and change of narrative format. Evaluation of their performance in project work will be based on their knowledge of the language, collection of information, presentation and style of narration.

Topics identified for Project work:

1. Development of Gujarati language/script/literature.
2. Practical use of language; day-to-day conversation, in the office, public speech etc.
3. Festivals of Gujarat.
4. Use of traditional medicines by the Gujarati community.
5. Attitude of Gujarati speakers towards their language.
6. Mapping of Gujarati culture (on a particular event from the culture)
7. Gujarati language in media, films and cyber world.
8. The life and works of any creative writer in Gujarati
9. Any performing tradition of Gujarati (dance, drama, music, traditional game etc.).
10. Contemporary social issues/challenges.
11. Gujarati language in the 21stcentury.
12. Retelling/rewriting of a narrative.
13. Critical evaluation of a text, in any form, of Gujarati literature.
14. Varieties of Gujarati Language.
15. Impact of Portuguese language on Gujarati vocabulary.
16. Role of literary and language organizations in the development of Gujarati language.

Supporting material

1.Mirch Masala (1987) — a film based on the short story of Chunilal Madiya

2.Kashino Dikro (1979) — a national award winning film based on the short story of Panalalpatel

3.Kanku (1970) — a national award winner film based on the short story of Panalalpatel

4. Manvini Bhavai (1993) — a film based on Jnanpith award winning novel of Gujarati by Panalal Patel

Reading list: Gujarati

1. Meghani,Vinod (2003)Frozen Whites in A Dark Alley andOther short Stories, Delhi, Sahitya Akademi

2.Mehta,Bharat (2004)SandarbhSanket,Patan, Raval Publications

3.Mehta,Bharat (2004),Pratibadhdha,Patan , Raval Publications

4.Mehta,Bharat (2002),Kathamanthan,Patan , Raval Publications

5.Soni,Raman,ed.(2006),Gujarati SahityanoItihas,Ahmedabad,Gujarati Sahitya Parishad.

6.Mehta,Bharat (2009),Char Navalkathakaro ,Ahmedabad,Parshv Publications

7. Desai Parul ed.(2013)PannalalniVartaSrushti,Ahmedabad,Gujarati Sahitya Parishad.

8.Mehta,Makarand(2010),Itihas,SamajaneSahityama Gujarat,Ahmedabad, Gujarati Sahitya Parishad

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