Thursday, April 11, 2013

Haiku in The Asahi Shimbun

http://ajw.asahi.com/article/cool_japan/culture/AJ201303290045

ASAHI HAIKUIST NETWORK/ David McMurray

 March 29, 2013

Wheezing his way
to Christ’s hilly abode
a young miner

--Ram Krishna Singh (Dhanbad, India)

 

Saturday, March 23, 2013

SELECTED POEMS OF A. MAO





SELECTED POEMS OF A.MAO. Poems in Chinese by A. Mao, translated by Zhang Zhizhong. Published by The Earth Culture Press (USA), Chongqing City, P.R. China. 2012. Pages 255. Price CNY 50.00; US$ 20.00

Mao Juzhen (b. 1967), pen name A. Mao, is one of the top Chinese young writers today. She has four collections of poetry and other prose works, including a couple of novels and collections of short stories,  to her credit. It is the recognition of her excellence that  in October 2012 she was invited to visit the USA as a member of Chinese Writers’  Association and  participate in the prestigious University of Iowa’s International Writing Program (IWP) Life of Discovery exchange program.
Mao is significant for her neat writing style,  depth of voice, and sensibility.  She chooses forms that help one remember her verses that are not banal, slipshod or feckless but passionate, free and graceful.  Her poetic structure reflects her dreams and despairs, hopes and fears, family matters and social issues that engage the common woman’s mind everywhere.  Even as she develops her own voice, injecting her own concerns and themes, her own subjectivity for self-revelation and revelation of the diverse life in modern China, she evinces a larger awareness:
                “First I am an individual
 Then I am a collective
 Finally I am the near and distant places of a generation.”
(‘A Journal of Group Images’)

Her interior landscape, a record of her talking to herself,  reveals  truth, conveying the experiences of her attempt to make sense of her own existence.  The poems she writes are, therefore, not dry or abstract but rather part of a long tradition.  Her introspection has an air of disappointment  as she seeks to search for a way to recover some moment of contentment just as she seems to struggle to reveal moments lost in time that construct her very identity:  “…I unremittingly/ Go mad, write poems.” (‘Cause of Disease’).

At a time when “minor morals” are becoming stronger, A. Mao seeks to strengthen “major morals” with the consciousness of woman as creator.  As she asserts, she possesses eternal energy,  or  the moral sense, or Prakriti that can sustain “generations and generations to come” (‘Heavily Snowing Day and Anna’s Train’).

Since she writes about what she has lived or experienced – “I write about myself at present”  in a tongue she loves to compose poetry in, i.e. Chinese—and since she feels “substantial when writing poetry/ But empty after love-making” (‘Our Epoch’), she appears a poet with sensibility for awaking the mind, body, life, and soul (‘Waking up at Midnight’). Her various verses testify to her physical, mental,  and emotional response to different personal, familial, social, cultural, or literary stimuli, and memory makes these magnificent:

                “We are the crowd of people who finally remain
                The light of language through poetry
               
                We enkindle ourselves
                To illumine ourselves
               
                To break rocks into pieces, into stars
                To break ourselves into pieces, into a road leading to higher places”
                                                                                                                (‘To Break Rock into Pieces’)

and

                “I have my own principle
                In the night there is no species
                Which is nobler than my soul ”
                                                                                (‘The Bat’)

Her quest for the self is rooted in her understanding of the life she negotiates both individually and collectively:

                “I take overlapping photos of life with words” (p. 219)

and
                “I have not gone to sleep
                Still watching in poetic lines

                How a person runs an idle flashlight
                Into searchlight”
                                                                (‘Nighttime Beijing’)
and
                “Here am I! But where is here?”   (p. 237)

and
                “…I am running on the rail
                In order to give birth to the eternal you.”

                                                                (‘Rail on Paper’)

and

               
“By sitting one cannot possess rivers and mountains,
By standing one cannot love human beings!

The sobbing mouth of a cave,
The sympathetic maternity.

You fill it with air or candies,
I fill it with tears or fire.”
(‘Glassware’)

As a woman poet, who considers herself “liberated” (‘Rib’) and wants “to be a gender bender/Growing in the middle of scale arm” (‘Muffler’), she evinces strong social consciousness and commitment, as in poems ‘The Formation of Diamond’, ‘Our Epoch’, or ‘Playwright’. She forcibly asserts her female strength:

                “The first person born in prehistory
                Or the last person at the end of the world
                Is nobody but me ”
                                                                (‘Eyes in the Wind’)
and
                “…Without knowing she is more
                Beautiful and high than what we see,
                Just like the winged angel or god.”
                                                                (‘Women Dictionary’)

She emphasizes that her goal is to extend her personal liberty, not for herself alone but for the entire community: “A new way has to be found/To view love, aging and grief” (‘Soliloquy’).

Her ironic ‘dreaming’ or rumination as a lonely woman, or “mortal grumbles and groans ” offer an “x-ray vision” (‘Rib). As she points out:

                “I love this mortal world, without ambiguity of language
                 But with the innocence and revolutionary of the bed. ”
                                                                                                                                (‘In Bed’)

Perhaps, this is intended to suggest that despite her love for tradition, A. Mao would also like to be viewed in the company of the avant garde poets (cf. ‘Our Epoch’).

Poems such as ‘Midnight Poet’, ‘How Much Do I Love’, ‘Form’, ‘Singing Style’, ‘To Comfort a Withered Leaf’, ‘The Train Ran Past My Home Town’, ‘I Cannot But Write About’, ‘A Dedicated Poem’, ‘Anti-Order’ etc construct her aesthetics of creation. To quote from her ‘Extreme Interpretation’:
                “A good poem is not written on velvet chair.

                It was either born out of a disaster
                Or under the scalpel of a surgeon or in the screaming of a lunatic.”
                                                                                                               
In another poem ‘Position’, she seeks to be careful, “away from the center, and the whirlpool/ To stand to one side by oneself.” She can observe from the edge “more shade of danger and loneliness,” including

                “Myriads of things are extending and shrinking on their own positions.
                Not that I retreat to the page of spurring the horse on,
                But that the horse stops its forehooves  in time.

                Writing is the neighing in this string of actions.”
                                                                                (‘Position’)

True, writing poetry is not only an exercise in self-exploration and self-revelation but also an exercise in social action.  For example, the remarkable poem ‘When My Brother Has an Extra-Marital Affair’ is not only a critique of the extra-marital affairs of the people but also a visible social action on her part.  As she writes:

                “This is a serious matter
                So much so that it is a disaster
                I do not intend to be a moral judge
                I only want to be a killer”
                                                                                (‘When My Brother Has an Extra-marital Affair’)

Elsewhere, she notes: “The pain of everything/Is the pain of some part of us” (‘ The Stones May be Painful’).  Verbal creativity is thus not only poetic but therapeutic too: “…pain is often cured by imagination” and “she collects the rumbling on paper/Which is sound of nature, also the sound of breaking intestines by iron” (‘The Train is Rumbling on Paper’). 

A.Mao offers a female perspective on social and cultural life in China and ironically questions all that is “sorrowful”. She critically views the post-industrial  urbanization and neglect of the countryside:

                “There are a lot of colors in the field , and its feminine form:
                Rice, cabbage, chicken, duck, fish …
                To fill the huge stomach of city.
               
               

Post-industrial age,
                Makes those coarse throats, and fine mucus,
                Not regard it as relative.”

                                                                                                (‘Hometown’)

She images the city culture as the ‘Cause of Disease’:

                “…Old,  those I have loved are all old,
                The road is narrowed, the river turbid.

                In a city devoid of
                Native accent, the lost heart is filled with pain,
                Tears, become another form of the body.

And

                “Low culture everywhere, particularly in places  of filth and disorder.
                No soil for elegance. Why do you write in the pyramid?”
                                                                                                (‘On Art’)

She desires a return to the countryside because the cities with Western biases have corrupted people’s taste and have been breeding low culture and inelegance.  Aware of their living in vain, she sounds sad to find “only popular readings sell well”  just as everywhere there prospers the “popular style or Western style” (‘The Art School and Snack Booth’).  She bemoans the absence of sensibility which is the cause of all that is rotten and fractured (‘The Broken Autumn’) in the emerging society.

Poet-translator Zhang Zhizhong and the publishers deserve kudos for making yet another valuable addition to the growing corpus of contemporary Chinese poetry in English. A. Mao’s bilingual book of 108 selected poems, well-translated and competently edited and produced, provides a fresh perspective to the Chinese women’s poetry which inspires thinking and looking beyond the confines of the traditional female sphere.


Monday, March 11, 2013

THE LAST SPRING ...(2)















There may not be another spring in the huge compound of this bungalow, which is likely to be pulled down to make way for an eight-storey girls' hostel. I wish I could move to my own small house now under construction some 25 km away on the National Highway. Or, I could relocate myself to a new place to work for a couple of years, saying good bye to ISM, which has been my home for 37 long years!... How sad I could never be in tune with this place or the people here, yet I continue to live here for the sin of bread!!


THE LAST SPRING...(1)













Sunday, January 13, 2013

TEACHING COMMUNICATION SKILLS AND MULTIPLE INTELLIGENCES


                                                                                                                        



Though there is hardly any fully fledged English for Specific Purposes (ESP) programme run in professional institutions in India, teaching of one of its better known forms English for Science and Technology (EST) in tertiary level has up to now practically limited service role for work and study, accommodating demands for ‘communicative’ skills and ‘needs’ of the rural students who have limited previous exposure to functional abilities in English. Despite years of teaching communicative skills and scientific and technical English, qualitatively, I am afraid, there has not been much improvement, as obvious from the fact that about 75% of the technical graduates have not been able to get employment. 

Perhaps most of them already know their ‘specialized’ subjects; that is, they already possess the knowledge and concepts of their subject, but they need English teacher’s help in their ability to function or perform in English. Their expectations may relate to social-cultural-education, personal and individual, and academic or occupational. If the (general) English teacher could take it as a professional challenge, s/he can use, with some extra effort and fresh commitment, the ESP techniques and prove genuinely helpful to them. These include conducting the necessary needs analysis, designing an appropriate syllabus, preparing suitable materials, meeting and getting to know the students, teaching the course and devising and administering appropriate tests. The teacher’s success lies in managing the learning strategies and promoting practice and use, or what linguists have mentioned as pragmatic function (language as doing) and mathetic function (language as learning). 

Need for international perspective 

Even as we talk about globalization, tertiary education in every discipline needs scholars and researchers who have good international perspective and ability to work in diverse settings. The common challenge facing us is: cultivating globally-minded graduates. How we do it may vary from institution to institution and region to region. Needless to say, language competence is basic to acquiring a global perspective via the graduation courses. And, no doubt, English has been the lingua franca, and apparently, there may not be any need to learn other languages, but it helps to learn a couple of foreign language (and/or other regional languages) for expanding professional networks and gaining cultural experiences which are vital for global learning.
As far as English is concerned, teaching the creative, pragmatic and interactional uses of English in our academic and professional context is important. These are essentially localized functions.


Multiple Englishes 

In his stimulating exposition of the spread of English, Braj B. Kachru emphasizes that English has not only acquired multiple identities but also “a broad spectrum of cross-cultural contexts of use.” During the last twenty five years or so, scholars have progressively acknowledged the reality of multicultural aspects of English a la linguistic interactions of three types of participants: native speaker and native speaker; native speaker and non-native speaker; and non-native speaker and non-native speaker. Resultantly, as Kachru points out, there has been “a multiplicity of semiotic systems, several non-shared linguistic conventions, and numerous underlying cultural traditions,” paving way for English as an International Language (EIL), which provides access across cultures and boundaries. The focus has shifted to the diverse users and language activities within a sociolinguistic context which is often localized rather than native-speaker oriented as far as aspects such as communicative teaching or communicative competence are concerned. 

Taking cue from international diffusion of English viewed as three concentric circles – an inner circle, an outer or extended circle, and expanding circle, we should recognize the institutionalized non-native varieties of English such as Indian English, Singaporean English, Indonesian English, Malaysian English, Chinese English, Japanese English, Nigerian English, Kenyan English etc and concentrate on English used in South Asian and South East Asian countries for reviewing the pedagogic developments in language teaching with an ESP bias as also for trying to integrate language and culture teaching. This is significant in that despite decades of activities in the name of communicative teaching or communicative competence, not much has been achieved in terms of methods and materials for international competence in English. The European parochialism continues to dominate the academics’ reasoning even as discoursal organization, both literary and spoken, reflects a certain regionalism. 

Against such a perspective, correct identification of language needs for ESP learners has become very important just as teaching the need-based courses continues to remain a professional challenge for teachers everywhere. Unless there is a flexible attitude with a user/learner-based sociocultural approach to course design and methodology, ESP teaching will not become interesting and enjoyable. 

Pragmatic communication 

One also needs to reflect on changes in the linguistic pattern in recent years following the developments in communication technology, networks, and data banks. Aside from writing and reading, spoken English might have become a core business English with ability to understanding different English accents just as listening skill is vital for improving communicative performance at work. The reality of the varieties of English one comes across in ones everyday working and social life cannot be ignored. 

In fact, during the past three decades the shift in linguistic centre has become more marked, more institutionalized, and more recognized. Therefore, we need to view concepts like communicative competence, or successful pragmatic communication from a realistic perspective of current world uses of English which is lexically and collocationally localized. With tolerance for localized discoursal strategies, lexicalization from local languages, and creative texts from local creative writers in English, it should be possible to promote international interaction and communication, or achieve international intelligibility, comprehensibility, and pragmatic success, as Kachru points out. 

The relevant material and method now, therefore, should meet the learners’ need to interact, understand, and respond with respect for different cultures and speakers in professional/business meetings, discussions, presentations, interviews, telephone conferences etc. Teachers can indeed exploit students’ creativity and the desire to relate to others with a task-based activity oriented methodology. 

Summing up 

Despite problems of theory and method posed by varieties of world English, the reality of multilingualism and adaptation to suit ESL communicative needs are too genuine to be ignored. We also need to accommodate new ‘text types’, accept different discourse patterns, and recognize local usages that are conventional and normal in the native cultures. If we think in terms of building global competency in the days ahead, we need to change and broaden our mindset, and be more tolerant to differences, shedding the ‘departmentalism’, the increasing ‘ghettoization’ in teaching and research, and sequestration of budget. The current emphasis on ‘money’ generation, I am afraid, will only corrupt teachers and administration, rather than create positive resources, innovations, or even skills development. 

--Professor R.K. Singh