तृतीय अंतर्राष्ट्रीय हिन्दी सम्मेलन
अप्रैल 29-मई 1, 2016
3 ईस्ट 64 स्ट्रीट, न्यू यॉर्क, न्यू यॉर्क 10065, यू एस ए

THIRD INTERNATIONAL HINDI CONFERENCE, AMERICAS
APRIL 29TH - MAY 1ST, 2016

AT THE CONSULATE GENERAL OF INDIA, NEW YORK
3 EAST 64 STREET, NY NY 10065

हिन्दी भाषा: शिक्षा, साहित्य, कला और संचार माध्यमों में विविध मुद्दों पर अभिव्यक्ति की लोकतान्त्रिक आवाज़

HINDI LANGUAGE: A DEMOCRATIC VOICE OF COMPLEX ISSUES IN EDUCATION, LITERATURE, ARTS AND MEDIA

Final Presentations Post-Conference 

DR. VIJAY GAMBHIR: POWERPOINT PRESENTATION

DR. SURENDRA GAMBHIR: POWERPOINT PRESENTATION

ARPITA GHATAK: POWERPOINT PRESENTATION

Sakshi Jain: Powerpoint Presentation

DR. OLGA KAGAN: POWERPOINT PRESENTATION

RAKESH RANJAN: POWERPOINT PRESENTATION

Dr Wessler: Powerpoint Presentation

 शोध प्रस्तुति  

ABSTRACTS (IN ALPHABETICAL ORDER by Last Name)

Hemalatha Buddha

Presentation Document PDF

Dr. Surendra Gambhir, University of Pennsylvania

A Theoretical Model for Heritage Language Revitalization
This paper presents a generalizable model of language revitalization in diaspora communities. As ethnic communities in a nation are rooted in their shared traditions enduring over multiple generations, many of us would like to believe in continued retention of their heritage languages across generations. The reality is that our belief is often belied. This paper proposes a four-pronged model for preserving a transplanted language or for regaining its lost strength through generations. A systematic implementation of this plan should open up the developmental trajectory for such heritage languages.

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Arpita Ghatak, Foreign Language Assistant, NYU

Rural vs. Urban dichotomy in the daadii maa kii kahaaniyaan:
The proposed presentation seeks to focus on the urban 'othering' and an anti-colonial resistance in this oral tradition of story-telling. Also, it analyses the rural community as a self-sufficient space.Also, how these stories counter the colonial ideas vis-a-vis the rural/urban dichotomies as 'alienated/centered, primitive/modern and home/foreign'. The descriptive rural tales full of plebeian rural pleasures (like open fields, swimming in the pond, blowing conch­shells, drum beating, flute playing etc.) counters the aristocratic culture of the city in a nativized way, thus providing the children a happy escape from their urban 'castrated' identity. The exotic, safe and sentimental geography shifts its form from a physical land to a much romantic and familiar home for the young children. These tales thus, have been an oral replication of an Indian heritage and culture.

Sakshi Jain, New York University

Insights to Language and Culture through Bollywood
In the present era, where students enjoy learning through audio-visual modes, the proposed lesson-plan can facilitate learning through entertainment. The language activities based on the films also motivates students to consolidate language which they have been learning elsewhere. Whenever students watch movies, with required inputs by the teacher, they recollect various words which they have studied elsewhere in the text sometime. In this presentation I will propose a methodological approach of teaching the language and the associated culture through authentic material like - Bollywood movies. This certainly doesn’t mean that I am emphasizing to use only movies in the classroom, instead through this presentation I want to propose - firstly, the criteria a teacher should follow for selecting a movie for appropriate level. Secondly, how a movie and appropriate language activities work as an important tool for facilitating language skills beyond the linguistics skills. Thirdly, the inputs that teacher should provide to make the cultural feature more explicit and evident for students and how this activity can be taken outside the classroom and used in ‘real world’. In this work I will exemplify by taking one authentic film and building the entire lesson plan on that film which will include the interpersonal, interpretive and presentational activities. This presentation will also include comments and responses of my students when I used this lesson plan in my class room. I personally think these language activities in the classroom facilitate a situation where acquisition of socio-cultural competence goes hand in hand with learning/acquiring a language.

Dr. Prem Janmejai

कुली से कुलीन: जहाजियों की संघर्ष गाथा

जिस दिन त्रिनिदाद एवं टुबैगो के अनजाने द्वीप मेें आए उस दिन से जहाजी भाई निरंतर चुनौतियों का सामना करते हुए संघर्षशील रहे हैं। अनजानी भाषा, अनजाना देश और चारों तरफ फैला हुआ खारा समुद्र। उनके अकेलेपन का समुद्र चारों ओर फेला हुआ था। त्रिनिदाद और टुबैगो में भारतवंशीयों की सामाजिक, आर्थिक , धार्मिक और सांस्कृतिक भूमिका को समझने के लिये, इसे तीन काल खंडों में विभिाजित किया जा सकता है । 1845-1917 तक का वो समय है जब एक बंधुआ मजदूर के रूप में काम करते हुये अपनी आर्थिक तथा सांस्कृतिक लड़ाई लड़ रहे थे । 1917 - 1947 तक का समय संक्रमण काल का है जब भारतीय स्वतंत्रता का बिगुल सुनते हुये , त्रिनिदादीय समाज में कुली से कुलीन बनने की प्रक्रिया में अपनी भाषा और संस्कृति से को पीछे रखकर अपनी संतान के भविष्य सवंारने की ंिचता में संघर्षशील थे । 1947 के बाद का समय अपनी अस्मिता की पहचान तथा अपने धर्म तथा संस्कृति की ओर लौटने तथा पाश्चात्य रंग में रंगती जा रही युवा पीढ़ी को जड़ों से जोड़ने का रहा । अपनी अस्मिता के बचाव के लिए निरंतर संघर्षशील हैं। एक कुली के रूप में अपनी गरीबी से लड़ते हुए, आर्थिक दृष्टि से सम्पन्न होकर देश की राजनीति में हिस्सेदारी निभाने की कथा अत्यधिक प्रेरक है। हिंदी के अध्यापक के रूप में जो सम्मान मुझे वहां प्राप्त हुआ वह अपने देश में भी नही मिला। हिंदी उनके लिए व्यापार, रोजगार अथवा संवाद की भाषा नहीं है अपितु गंगाजल की तरह पवित्र, अस्मिता की पहचान का बहुत बड़ा कारण है। जहाजी भाईयों ने न केवल त्रिनिदाद एवं टोबैगा की अर्थव्यवस्था एवं राजनीति में महत्वपूर्ण योगदान दिया है अपितु एक इंद्रधनुषी संस्कृति को जन्म  दिया है।

Coolie to Kuleen: Cultural Journey of Jahajee’s

The day Jahajees landed in this country of twin beautiful Islands, they have been facing tough challenges. They arrived in a strange country with unknown language. Their loneliness was like a deep and salty sea surrounding the land. To understand the economical, social, religious and cultural role that people of Indian origin have played, one can divide the period into three parts. Period of struggle (1845 to1917), as indenture laborers they were fighting for their economical and cultural existence. Transit Period (1917 to 1947) rising from Kuli to Kuleen. Back to roots,(1947 to date) after becoming a force and trying hard to maintain their identity. To date, there looks no end to their struggle.

 First and foremost challenge was to build themselves economically strong. The poverty had brought them far off from their near and dear ones. For a laborer, an indentured laborer becoming financially strong under the colonial rule was an uphill task. He met the challenge and won his battle against poverty.

In Trinidad I have always taken pride in being teacher of Hindi. Hindi is treated with respect. Pundits using Hindi and Sanskrit in their discourses command great respect. Whosoever is able to speak a little bit of Hindi has expression of spiritual satisfaction on his/her face. Hindi is not a mere language for them, but symbol of their identity, faith, and cultural heritage. Hindi in Trinidad is like Ganga for the Trinidadians. This is neither a language of their communication nor a step for getting some job but is a mean of spiritual satisfaction of having found their cultural identity People of Indian origin have added colour the rainbow culture of Trinidad & Tobago. Indian dance, music and song enriched the already complex Trinidad culture. The island cuisine was enlivened by the addition of Roti, Doubells and all kinds of curried dishes.

Olga Kagan

My presentation concerns the past, the present and the future of heritage language teaching in the United States. I argue for a need to institutionalize heritage language programs, which involves restructuring them for long term viability, dependent on steady funding and administration/faculty collaboration. I will discuss the results of a national survey of heritage language learners, with special attention given to data collected from heritage learners of Hindi. The survey results, combined with the data from several recent research projects, will serve as a foundation for two proposals: first, I propose that language education of both heritage and non-heritage learners will improve if the school systems embrace the languages of local ethnic communities. Second, I suggest that language programs should set the goals of teaching heritage languages to high levels of proficiency, which involves using proficiency standards when assessing both student achievement and program effectiveness. With these suggestions, heritage language programs can meet community and national needs and contribute to language needs of the country.

Prof. Dr. Sitha Lakshmi Kidambi

Presentation Document PDF

Dr. Anil Prabha Kumar

Concerns of Diaspora Writers
While living in “foreign land”, writing for the readers of native land evokes few concerns for diaspora writers. It is more so for those who are writing in Hindi and other indigenous languages.

Theoretically good writers should not be influenced by the external pressures. However after writing, its creator has no control over it. Then it is under public scrutiny. Over the time those concerns become important because diaspora writing has also become part of main stream Hindi literature.  But the subject matter,  environment of its descriptions,  characterization and the language is very different from the mainstream Hindi literature. While all these concerns have subtle impact on literature we still need to confront and underline these truths. My paper will discuss these concerns in detail.

Ashok Kumar, Punjab Univeristy

Presentation Document

Dr. Lalitya Lalit
 

हिंदी भाषा: विभिन्न विधाओं में अभिव्यक्ति की सशक्त आवाज़      

Presentation Document PDF

DR. RANDHIR SINGH

PRESENTATION DOCUMENT PDF

Dr. Girish Ranjan Tiwari

हिंदी व भारत की पहचान बढ़ाने में बॉलीवुड का अहम योगदान
बॉलीवुड यानि भारतीय हिंदी फ़िल्म उद्योग वर्तमान में उत्पादन के हिसाब से विश्व का सबसे बड़ा फ़िल्म उद्योग है। यहाँ प्रतिवर्ष लगभग 1400 फ़िल्में निर्मित होती हैं। इस हिसाब से यह हॉलीवुड से भी बहुत आगे है जहाँ लगभग 850 फ़िल्में प्रतिवर्ष निर्मित होती हैं। इस तथ्य से बॉलीवुड फिल्मों के महत्व, प्रभाव और शक्ति को आंका जा सकता है। बॉलीवुड  फ़िल्में भारत के अलावा विभिन्न अन्य देशों में भी प्रदर्शित होती हैं और वहां भी लोकप्रिय होती हैं। हिंदी भाषा में बनने वाली इन फिल्मों के माध्यम से हिंदी और भारतीयता का विश्व भर में व्यापक प्रचार प्रसार होता है। 

Presentation Document Word

Mr. Yarlagadda LaxmiPrasad Presentation Document PDF

MOHAMMAD RASHID

इंस्ताबुल में हिन्दी साहित्य की वर्तमान स्थिति, अध्ययन-अध्यापन की समस्याएँ और समाधान
इंस्ताबुल में हिन्दी भाषा को एकाध वर्षों से लोकप्रयता मिली है। हिन्दी सीखने के लिए यहां के बहुतांश लोग उत्साहित है। मैं भारतीय भाषा पढ़ाने के लिए जब इंस्ताबुल आया तो मुझे यह महसूस हुआ कि यहां की जनता ने हिन्दी को सहर्ष स्वागत किया है। उपरोक्त मुद्दे को ध्यान में रखते हुए मैंने हिन्दी भाषा की परियोजना पर शोध कार्य कर रहा हूँ। 

मुझे लगता है कि हिन्दी भाषा यहां के छात्रों को पढाने के लिए सबसे आसान पध्दति है यहाँ की भाषा सीखना, इसलिए मैंने सबसे पहले तुर्की सीखने का प्रण किया। जैसा की आप विदित है कि यहाँ के लोग अंग्रेजी बहुत कम बोलते हुए दिखाई देते हैं। तुर्की भाषा सिखने के बाद मैंने जब हिन्दी तुर्की भाषा के माध्यम से पढ़ाने के लिए शुरूआत की तो मैंने देखा कि बहुत अधिक छात्र हिन्दी सिखने के लिए पंजीकृत हुए और आज लगभग सौ छात्र हिन्दी भाषा बोलने और समझने में सक्षम है। अध्यापन के दौरान छात्रों को भारत के संबंध में प्राथमिक जानकारी देते हुए हिन्दी भाषा, साहित्य और संस्कृति से रूबरू करने का प्रयास किया। 

मैं इस प्रपत्र में विस्तृत रूप से इंस्ताबुल में हिन्दी साहित्य का इतिहास एवं वर्तमान स्थिति और अध्ययन-अध्यापन की समस्याएँ - समाधान पर विस्तृत रूप से चर्चा करने की प्रयास करूंगा। 

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Yegiteela Sailaja, Andhra University Presentation Document PDF

Lakshmi Prasad Yarlagadda

Presentation Document PDF

Plenary Session 2: 

Theme: Hindi Outside of India and Beyond Its Speakers: Vision and Future
Moderator: Dr. Vijay Gambhir, University of Pennsylvania  

1. Topic: The Status of Summer Hindi Programs in the U.S. 2008-2016
Speaker: Maura Coolinge, STARTALK Central representative, National Foreign Language Center, University of Maryland

Description: The STARTALK program represents one of the largest initiatives undertaken by the US Government to support the teaching and learning of critical languages, one of which is Hindi.  Since 2008, professional development opportunities for Hindi teachers and Hindi language learning opportunities for students have been offered each summer.  STARTALK programs follow national standards and are aligned with best practices for effective language teaching and learning.

This presentation will provide information about the STARTALK grant program for summer language learning and teaching and about the Hindi programs for students and for teachers that STARTALK has supported over the past eight years.  The presenter will share recent initiatives supported by STARTALK funding that center on infrastructure-building to enable programs in critical languages like Hindi to self-sustain and to grow in future years.  Materials, online resources, and pedagogical support that STARTALK has created for Hindi programs will be highlighted. The presentation will explore the successful implementation of other critical language programs to trace steps that Hindi language planners can take to support the growth of effective training for Hindi teachers and engaging language programs for their students.

 

2. Topic:The National Hindi Debate at Yale University: Success and Achievement
Speaker: Prof. Seema Khurana and Akhil Sud, Yale University

Description: The internationally recognized student lead collaborative intercollegiate language discussion forum – ‘Yale Hindi Debate’,  sees participation from faculty and students from the nation’s preeminent schools, including Yale, Harvard, Princeton, Columbia, the University of Pennsylvania, NYU, Cornell, UCLA, Wesleyan University, the University of Texas at Austin, Rutgers and Wellesley College. 

 

3. Topic: From a Global Perspective: Hindi in the Context of Istanbul
Speaker: Prof. Mohammad Rashid, Istanbul University

Description: इंस्ताबुल में हिन्दी साहित्य की वर्तमान स्थिति, अध्ययन-अध्यापन की समस्याएँ और समाधान
इंस्ताबुल में हिन्दी भाषा को एकाध वर्षों से लोकप्रयता मिली है। हिन्दी सीखने के लिए यहां के बहुतांश लोग उत्साहित है। मैं भारतीय भाषा पढ़ाने के लिए जब इंस्ताबुल आया तो मुझे यह महसूस हुआ कि यहां की जनता ने हिन्दी को सहर्ष स्वागत किया है। उपरोक्त मुद्दे को ध्यान में रखते हुए मैंने हिन्दी भाषा की परियोजना पर शोध कार्य कर रहा हूँ। 

मुझे लगता है कि हिन्दी भाषा यहां के छात्रों को पढाने के लिए सबसे आसान पध्दति है यहाँ की भाषा सीखना, इसलिए मैंने सबसे पहले तुर्की सीखने का प्रण किया। जैसा की आप विदित है कि यहाँ के लोग अंग्रेजी बहुत कम बोलते हुए दिखाई देते हैं। तुर्की भाषा सिखने के बाद मैंने जब हिन्दी तुर्की भाषा के माध्यम से पढ़ाने के लिए शुरूआत की तो मैंने देखा कि बहुत अधिक छात्र हिन्दी सिखने के लिए पंजीकृत हुए और आज लगभग सौ छात्र हिन्दी भाषा बोलने और समझने में सक्षम है। अध्यापन के दौरान छात्रों को भारत के संबंध में प्राथमिक जानकारी देते हुए हिन्दी भाषा, साहित्य और संस्कृति से रूबरू करने का प्रयास किया। 

मैं इस प्रपत्र में विस्तृत रूप से इंस्ताबुल में हिन्दी साहित्य का इतिहास एवं वर्तमान स्थिति और अध्ययन-अध्यापन की समस्याएँ - समाधान पर विस्तृत रूप से चर्चा करने की प्रयास करूंगा।

 

4. Topic: Hindi in the United States: Expanding Contexts and Approaches
अमेरिका में हिंदी: फैलते संदर्भ और बदलती शिक्षण पद्धतियाँ
Speaker: Prof. Vijay Gambhir, University of Pennsylvania

Description:  The United States has a long history of teaching Hindi and other South Asian languages. It goes back to the early 1940s when Hindi was first taught in the Army Specialized Training programs during the global second World War. Soon after 1947, some American universities started teaching Hindi and other modern South Asian languages in order to prepare their graduate students for a deeper engagement with the decolonized South Asia. Until the early 1980s, Hindi was taught mainly at the university level and the learners were non-heritage graduate-level students. However, the scenario has changed drastically over the last three decades due to the patterns of Indian immigration, new education policies and growing ties between the United States and India. 

Today, Hindi is taught at many major universities and colleges across the country. Due to the changing local and global environment, the reasons for teaching and learning Hindi have significantly grown over time. In my presentation, I will explore the expanding contexts in which Americans need Hindi at home and abroad. Also, I will probe into some evolving instructional approaches that have been used for teaching Hindi to address the expanding needs of today's inter connected world.