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This material is under the copyright (c) of Gujarati Literary Academy (of UK) and protected within the remit of UK and International copyright law
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SOLE DISTRIBUTORS :
^Q-7 SulJ. (Ent£:x^zU£±(3^j Suppliers of Gujarati Books to : Libraries,^ Schools, Language Centres and Institutions,37, Sanders Road, Finedon Road Industrial Estate,
Wellingborough, Northamptonshire NN8 4NLTelephone ; (0933) 229353.
FAX ; (0933) 229111
This material is under the copyright (c) of Gujarati Literary Academy (of UK) and protected within the remit of UK and International copyright law
SETU(Teacher's handbook to Academy's
text books in Gnjarati)
DR. JAGDISH J. DAVE
O =2H!j16HLo Gujarat! Literary Academy2, Beecherofc Garieus, Wembley, Middx:. HA9 8EiA (U K.)
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form orby any mems' electronic, mechanical, photocopying, recording orotherwise, without prior written permission of the copyright holders.First edition : 1986, Second edition : 1993.
Cover design by Prafull Dave, Zurich
Price
Published jointly by :Navbharat Sahitya Mandir, 134, Princess street.
PO. BOX No. 2835, Bombay-2 : Gandhi Road, Ahmedabad-1.Bidd Enteprises, Wcllingborough. ( U. K.)
This material is under the copyright (c) of Gujarati Literary Academy (of UK) and protected within the remit of UK and International copyright law
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This material is under the copyright (c) of Gujarati Literary Academy (of UK) and protected within the remit of UK and International copyright law
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37, Sanders Road, Finedon Road Industrial Estate,Wellingborough, Northamptonshire NN8 4NL
Telephone (0933) 229353,
FAX : (0933) 229111
This material is under the copyright (c) of Gujarati Literary Academy (of UK) and protected within the remit of UK and International copyright law
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This material is under the copyright (c) of Gujarati Literary Academy (of UK) and protected within the remit of UK and International copyright law
WELCOME
There is a feeling among some quarters that one uniform textbook for each level of learning can be used for learners speaking asingle language. This does not take into account the reality thatlanguages for regional, social, stylistic and register variations and thespeakers of a language learning that language in different settingsrequire different cultural inputs. It is a happy event that GujaratiLiterary Academy has produced 5 Gujarati books suited to theGujarati speakers living in U. K.
Prof. Dave, the author, has worked previously in the WesternRegional Language Centre of the Central Institute of Indian Languages
and is competent to undertake such a work. From what I haveseen of the five books they appear to be well graded and v;e]l suitedto the needs of the learners there. I hope that these books will bewell received by the students and teachers there.
D. P. PATTANAYAK
Former Director
CENTRAL INSTITUTE
OF
INDIAN LANGUAGES
[ Ministry of Education and Culture,Government of India ]
This material is under the copyright (c) of Gujarati Literary Academy (of UK) and protected within the remit of UK and International copyright law
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Syllabus for Teaching Gujarat! LanguageINTRODUCTION :
This syllabus has been prepared as a guideline for teachingGujarati to a person who has little or no knowledge of the language.It is hoped that it will provide an outline of teaching and learningobjectives for the growing number of descendants of Gujarati emigresin Europe and North America. Most of them, being born and broughtup in the countries of their parents' choice, have very little knowledgeof Gujarati language and culture. Whatever knowledge of spokenGujarati they have inherited from their parents tend to be colloquial.Hence, for all practical purposes, they have to learn Gujarati as asecond language in a linguistic and cultural environment dominatedby another language.
A curriculum based on this syllabus can adopt either of thefollowing two alternative approaches to the initial teaching :1. Teaching the Gujarati script and simple verbal ability, progressing
to move advanced stages with the help of graded readers plannedto achieve the learning objectives set out by stages in the syllabus.This approach is ideally suitable for younger learners in a classroom situation or where personal teaching is possible.
2. Use of International Phonetic Script or modified Roman Scriptand introduction of simple forms of the language by adopting asituational curriculum; then having reached a certain degree ofproficiency in the spoken language, a gradual introduction ofthe Gujarati script while still continuing to learn the stiuctureand vocabulary of Gujarati. This is a possible approach forteaching adults with post-school education and also when learningis mainly by self-taught method.
Popatlal S. Jatiwala
24 May, 1984PREFACE :
This syllabus has been prepared to provide a guideline for teaching Gujarati to individuals who have little or no knowledge of thelanguage. It is hoped that it will prove useful for creating an appropriate currieiilum for teaching Gujarati in a linguistic and culturalenvironment dominated by another language, such as English inBritain and the United States of America.
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SYLLABUS:
GENERAL OBJECTIVES :On completion of a course of study based on this syllabus,
student should be able to speak, comprehend the written and spokencommunications and express his thoughts in written form in Gujaratias spoken and written by educated natives of Gujarat State in India.
This syllabus is divided into four parts. Each part defines thestages of achievement in learning. The time-scale for achievement oflearning objectives at each stage will be determined by the age-groupof the students, methods and materials used for teaching and amountof time devoted per week for learning activities. As this syllabus isdrafted as a general guideline, the course organisers will have todevelop their own system of learning activities according to time andtechnology available for the students of specific age groups attendingthe course.
STAGE I :
LEARNING OBJECTIVES :Learning Obejectives at this stage can conveniently be divided
into three sub-groups:
[A] Oral workability to pronounce, recite and describe in simpleforms,
[B] Reading simple printed material in Gujarati,[C] Writing simple and short sentences by the end of this stage.Attainment of sub-group [A] will require considerable amount
of speech training with the help of spoken and lecorded material.Sub-groups [B] and [C] will be achieved through gradual teachingof Gujarati alphabets throughout the period devoted to Stage I.
On completing this Stage, the student should have achieved thefollowing abilities ;
1. to correctly pronounce simple Gujarati words,2. to descirbc in simple present tense objects and day-to-day
events using words relating to family and relations, homeand household goods, school, shops, food, games, animals,greetings, farewell, names of days in the week, names of themonths, etc.,
3. to be able to use personal pronouns, demonstrative andinterrogative pronouns and use of gender, numbers and caseswithout the painful process of rigorous learning ot grammar,
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4. to use simple adjectives, adverbs and conjunctions in propercultivating ability to describe,
5. to start numbers in Gujarati,[As an approximate assessment, this stage can be com
pleted in one full academic year by pupils of 11 plus age groupsin a secondary school devoting 4 to 6 hours a week of classroom work. Adults would probably require less time.]
STAGE II :
Oral work, reading and writing begun and completed at Stage Ishould be continued to achieve learning objectives laid down for thisStage.
LEARMING OBJECTIVES :On completing this Stage, the student should be able to ;
1. read and speak more advanced material involving pronunciationof conjunct consonants,
2. construct sentences using simple present tense in indicative, imperative and interrogative moods in positive and negative forms,
3. make statements in simple future tense,4. use perfect present tense, simple, perfect and continuous past
tense, perfect and continuous future tense,5. use more advanced vocabulary to describe objects and events be
yond the home environment, such as recreation, theatre, films,occupations, weather, seasons, cuisine, festivals, traval, etc.,
6. write short essays and letters. [Exercises in simple translation fromEnglish, if applicacable—particularly for higher age groups.]
[The same approximate time^scale is envisaged for this Stageas for Stage 1 above. Grammatical forms described above areexpected to be taught gradually with the help of graded examplesof Gujarati Prose. Formal teaching of grammar is not necessary.]
STAGE III :
learning objectives :
On completing this Stage, the students should have attained ability to :1. use present, past and future participles and nouns derived from
verbs,
2. use prepositions, construct sentences of compound and complexstructure and use comparative and superlative degrees,
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3. construct sentences in conditional, subjunctive and potential moodsand use auxiliary verbs,
4. use more enlarged vocabulary including woids describing history,traditions, religions and geographical features of Gujarati Culture,
5. write essays on day-to-day experiences,
6. write personal and business letters,
7. translate from other languages known [i. e. English in our context].[Approximate time-scale same as the previous two Stages. A
student who has completed all the three Stages can confidentlyattempt a GCSE Examination.]
STAGE IV :
This is the final Stage of Learning during which the studentshould be helped to attain refinements in their knowledge of Gujaratilanguage and culture so that they can pursue on their own furtherstudy of the language and its literature.
LEARNING OBJECTIVES :
On completing this Stage, the student be able to :
1. read and comprehend literary prose, appreciate poetry and Gujarati cultural heritage,
2. show a mastery of grammatical forms learnt in the previous threeStages,
3. correctly use idioms and proverbs,
4. use vocabulary consisting of words relating to business, politicaland social affairs, words denoting abstract and philosophicalconcepts,
5. write letters and essays covering wider areas of knowledge andaffairs of mankind.
[Objectives stated above can be appropriately achieved byadopting a suitable collection of literary writings published for thepre-University courses in Gujarati for students in Gujarat andMaharashtra or the Academy's Gujarati Bhasha Pravesh Part IV.All learning objectives can be completed in one academic year,devoting approximately 4 to 6 hours a week.]
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SUGGESTED ALTERNATIVES FOR CURRICULUM
OBJECTIVES EMPHASIS IN TEACHING
1. Promotion of Gujarati/English bilingualism.
2. Being able to speakfluent!}' in dialect.
3. Being able to speakfluently in standardGujarati.
4. Introduction to basic
sounds of Gujarati.
5. Being able to writegrammatically correctGujarati.
6. Learning language tostudy culture.
7. Learning language inorder to appreciate
Gujarati literature.
Encouragement of the child's attemptsto experiment with both the languages.Less on correction, more on positiveexamples.
Oral work on the basis that teachersand pupils speak the same dialect. Nocorrection. Importance of expression.
Oral work with models of standardGujarati from the teacher. Attentionpaid to grammar and standard vocabulary.
Pupils' speech. Ear training, focusingon minimal pairs, conjuncts, unfamiliarsounds.
Deliberate teaching of grammaticalpoints and rules. Importance of regularcorrection and feedback of the learners'errors.
Translation and composition.
Specific concepts and vocabulary aboutreligion, customs, ways of life, art,history.
Grading of examples of works inGujarati literature using specificcriteria of simplicity, themes, style,etc.
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