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"Buenos dias", "buenas noches" -- this was the first words in a foreign language I heard in my life, as a three-year old boy growing up in developing post-war Western Germany, where the first gastarbeiters had arrived from Spain. Fascinated by the strange sounds, I tried to get to know some more languages, the only opportunity being TV courses of English and French -- there was no foreign language education for pre-teen school children in Germany yet in those days. Read more



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To find some answers Tim Machan explores the language's present and past, and looks ahead to its futures among the one and a half billion people who speak it. His search is fascinating and important, for definitions of English have influenced education and law in many countries and helped shape the identities of those who live in them.


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Academic Paper


Title: Re-Reading Holub’s Anti-Poetry: 'A textbook on dead language’
Paper URL: http://ssrn.com/abstract=2017355
Author: Debaprasad Bandyopadhyay
Email: click here to access email
Homepage: http://isid.academia.edu/DebaprasadBandyopadhyay
Institution: Indian Statistical Institute
Linguistic Field: Discourse Analysis; Ling & Literature
Abstract: In connection with the concept of Anti-grammar, a musical rendering (by Pratul Mukhopadhyay) of a Bangla translated version (translated by Manabendranath Bandyopadhyay) of a Czech anti-poetry (written by Miroslav Holub) on the 'textbook written in a dead language' is discussed here in reference to Barthes’s concept of Musica Practica and Christopher Small’s notion of Musicking. In translating this ‘anti-poetry’ in Bangla, Bandyopadhyay, a well-known translator of various language- literature in Bangla, used highly ritualized Sadhu Bangla to meet certain purposes. The purpose is not only to understand the formal style but also to understand the content of the anti-poetry (which depicts coercive erasure of the docile body of the students) with its subsequent two representations (translated and musical representation). The crucial and problematic question here is: what happens, when our primary school text books are written in a language, which we do not use in our day-to-day speech – neither in our domestic environment nor in our friendly setting ? This paper discussed two representations (Bangla Translation and Musical rendering), neither by deploying objective formalist approach nor subjectivist individualistic approach (Volosinov,1986) with a goal to achieve emancipatory praxis of interactive dialogue constitutive universals as proposed by Habermas (1970).
Type: Individual Paper
Status: Completed
Publication Info: Creative Forum, Vol. VII, No. 3-4, pp.4-6, 1994
URL: http://ssrn.com/abstract=2017355


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