चतुर्थ अंतर्राष्ट्रीय हिन्दी सम्मेलन

गीतम यूनिवर्सिटी, गाँधी नगर कैंपस, ऋषिकोंडा, विशाखापट्नम - 530045, आंध्र प्रदेश, भारत
जनवरी 6-8, 2017  

JANUARY 6-8, 2017

 GITAM UNIVERSITY, Gandhi Nagar Campus, Rushikonda, Visakhapatnam - 530045.  Andhra Pradesh, INDIA


International Hindi Conference 2017. We will update this page periodically. If you have received an acceptance letter for presenting, please make sure to send us the following:

1. A brief profile/bio 150 words.

Please send us a short profile of 150 words in Hindi or English (preferably both) that includes your title/position and main area of work, and key contribution to the field. This will be posted on the Speakers page.

2.  A hi-resolution head shot photo of yours (tiff or jpeg image file).

3. Brief summary/abstract of your presentation (300 words or less). These will be posted on the Documents page.

Please send the text content in the body of the email (especially if in Hindi) and attach the same as a Word Doc. Email the above items to: hindiconferencenyc2014@gmail.com

Thank you for following these guidelines as your profile, photo and summary of your presentation will be posted on this page and used for preparing other conference materials. Please let us know if you have any questions.

Thank you,
The Organizing Team.

Important message from academic committee:
The last date for submission of papers-November 15, 2016. 
Submission of abstract doesnot guarantee acceptance. 
Presenters and speakers are selected after evaluation of abstracts.

Example of Bio/Profile in Hindi and English:

Padma Bhushan Dr. Lakshmi Prasad Yarlagadda



Dr. Susham Bedi, Writer, Columbia University, New York

THOL: Planning and Development

Presenter: Janis Jensen, Independent Consultant for World Languages and Global Education Program Director, STARTALK Language Initiatives, Kean University

Janis Jensen is currently an independent consultant for world languages and global education and Program Director for STARTALK Grant Projects awarded to Kean University that support Hindi and Urdu Student/Teacher Summer Programs. She was instrumental in the development of the new Master’s Degree (MA) Program in Hindi and Urdu Language Pedagogy for which she serves as program liaison to the Graduate School of Education. She is also an adjunct instructor in pedagogy for the program. Ms. Jensen previously served as Director of the School for Global Education & Innovation at Kean University and as Director of the Office of Academic Standards at the New Jersey Department of Education where she oversaw the implementation of education policies, programs and initiatives for all discipline areas, including world languages, statewide. Among other publications, in 2007, Ms. Jensen co-authored The Essentials of World Languages, Grades K-12: Effective Curriculum, Instruction and Assessment. Ms. Jensen is past president of the National Council of State Supervisors for Languages, the National Network for Early Language Learning and the NJ Association for Supervision and Curriculum Development. She currently serves as an Advisory Board Member for the Teacher Effectiveness in Language Learning (TELL) Project, the National Foreign Language Research Center (NFLRC) at the University of Hawaii at Manoa and the Chinese Early Language Immersion Network (CELIN) at Asia Society.

Abstract:   Teachingof HindiLocally and Globally: The Role of Teacher Education

With access to knowledge changing,the nature of knowledge itself changing and the existence of a new generation of digital learners, reform of pre- and in-service language teacher education is integral to the current goal of successful expansion of the Hindi language within and beyond India’s borders. This session examines the relationship between the efficacy of instructional practices commonly used to teach Hindi in India and beyond and the current efforts to promote the teaching and learning of Hindi worldwide. The session also explores current research-based best practices in teacher education applicable to all languages and offers a conceptual framework for program design for 21st centuryteacher preparation.  Research shows that educators whopossess the pedagogical knowledge and skills to actively engage learners of all ages and backgroundsin learning a language formeaningful, real world purposesare more likely toyield students who“value”and wish to further pursue the study of that languagefor its long-term worth-- personally, in the local workplace and/or in pursuing career pathsin the global economy.


Dr. Vijay Sharma  
Prarthana, 326 New Sitaramdera, Agrico, Jamshedpur 831009. Tel: 0657-2436251. Mobile: 09430381718. E-mail: vijshain@gmail.com

Dr Vijay Sharma is an educationist with more than three decades of experience in human resources development. Recently retired as Associate Professor from Loyola College of Education, Jamshedpur, she has trained over five thousand teachers and conducted numerous workshops and seminars across the country on various aspects of education and human resources development. She has also published several research articles in education journals and presented papers in many national and international seminars on education and literature. 

A voracious reader, Dr Sharma is the author of more than five hundred articles. Her articles on literature, films, education and so on, as well as translations from world literature, appear regularly in all leading Hindi magazines and literary journals. She is a guest editor of the Hindi magazine Kathadesh and was a columnist for Dainik Hindustan. She has also been a visiting professor to Hyderabad University and Academic Staff College, Ranchi. Several of her short stories have been broadcast by All India Radio.  She has five published books to her credit and three more are expected to come out soon. 


Gabriela Nik. Ilieva is Clinical Professor of South Asian Linguistics at the Department of Middle Eastern and Islamic Studies, New York University. Gabriela is the Coordinator of the South Asian Language Programs and is the Academic Director of the annual STARTALK Summer Institute for Hindi and Urdu Teachers. She is amember of the Advisory Board, STARTALK, National Foreign Language Center andthe Executive Committee, Partners for Languages in the US. She is passionate about exploring the ways language encodes socio-cultural meanings and the formulation of gender (self/)identity as a dynamic process. In the field of foreign language pedagogy, her research interests are focused on differentiated pedagogical approaches to instruction and assessment of Hindi and Urdu heritage vs. foreign language learners. Her translation work includes stories by Amrita Pritam, Manto, Kamleshwar, Mukktibodh, poetry by MangleshDabral into Bulgarian and Bulgarian poetry into Hindi. Her most recent research publications are:

"Assessment in the Heritage Language Classroom: Towards HL proficiency standards." - in Innovative Approaches to Heritage Language Teaching: From Research to Practice. (2016) Georgetown University Press

“The Hymns of Apālā and Ghoṣā: Production of Gender Self-identity” In Papers of the 12th World Sanskrit Conference, Eds. PetteriKoskikallio&AskoParpola. (2016).Delhi: MotilalBanarsidass Publishers

“Hindi Heritage Learners’ Performance during OPIs: Characteristics and Pedagogical Implications” – in Heritage Language Journal, vol. 9, Number 2.2012

THSOL: Research on Language Pedagogy

Abstract: Project-Based learning and 21st Century Skills

This presentation seeks to determine theeffectofprojectbasedlearning(PBL) on the development of learners’ 21 century professionaland personal skills (as defined by the Institute of the Future for University of Phoenix Research Institute in 2011 and the Partnership for 21st century learning in 2015). Several Hindi heritage and Indian students working in the field of economics, politics, nutrition and business participated in the study. They receivedextensive language training through PBL with focus on content knowledge and real world information. The presentation will include several examples of inquiry- and problem-based lesson design, collaborative projectsand learning resourcesin a flipped classroomaiming at creating a balance of direct instruction. In addition, the presentation sheds light on register- and style-acquisition outcomes along with modes of feedback and assessment of student portfolios. Learners report high levels of motivation, engagement, professional relevance and potential applicability.


Dr. Rakesh Ranjan, Columbia University

Dr. Rakesh Ranjanis a Senior Lecturer and Coordinator of the Hindi Urdu Program in the Dept. of MESAAS at Columbia University in New York, where he joined the Hindi-Urdu Program in 2008.He has been teaching Hindi language, literature, and pedagogy to graduate and undergraduate students for the past 21 years. Rakesh received his Ph.D. in Linguistics (Some Morphological and Syntactic Features of Mauritian Bhojpuri) from University of Delhi (1997). He began his teaching career as Head (Program Director) of the Hindi Language Program of the American Institute of Indian Studies (AIIS) in Varanasi, India in 1994. He joined the Hindi Program at Emory University, Atlanta in 1999. He has designed and supervised a number of Hindi programs and been actively involved in the academic projects of the South Asian Language Resource Center (SALRC) and the South Asian Language Teachers Association (SALTA), National Foreign Language Center (NFLC), STARTALK and other institutions. He has numerous presentations on the various aspects of Hindi teaching and pedagogy at national and international conferences. His current projects are: Hindi Audio-Visual Module Project ( http://hindistartalk.lrc.columbia.edu/) and Urdu Audio-Visual Modules Project (http://urduaiis.lrc.columbia.edu/). 

The Expanding Field of Hindi Learners and the Pedagogical Challenges

The field of Hindi Studies has seen an extensive growth in last three-four decades in the USA. Hindi Studies began as a part of graduate programs for graduate students who wanted to study Hindi for research and textual analysis. However, in the subsequent years, many universities started teaching Hindi at the undergraduate level because of the students’ interest in India which was emerging as a powerful nation in a new geo-political realignment. The turn of the century saw a profound interest among students of South Asian origin who wanted to learn Hindi for social and cultural reasons. The recognition of Hindi as a critical language by government institutions in the last decade gave a big institutional support to the Hindi programs at the university, public and community school levels. STRATALK supports Hindi summer programs which encourage young learners to learn Hindi in a new pedagogical environment. CLS and Boren and other scholarships are inspiring students to study Hindi (and other critical languages). As a result of these developments, the field of Hindi studies has an extensive growth at various levels. Obviously, this growth has brought in diversity among Hindi learners and has caused new pedagogical challenges. At present, we have the following two major categories of Hindi leaners in the United States:

1.      Foreign Language Learners (FFLs): Speakers of foreign languages who are learning Hindi. 2. Heritage Language Learners (HLLs): Speakers of South Asian origin who possess limited speaking and listening skills in Hindi or other South Asian languages.  

The diversity of learners has changed the landscape of Hindi learners and Hindi teaching. The adult and young learners of FFL and HLL have made the curricular requirements more challenging for teachers, pedagogues and program administrators.  The proposed presentation will discuss how to differentiate our course planning to align with the curricular requirements of different learning groups and accordingly prepare the teaching materials. I will also discuss how to face new pedagogical challenges and provide sustainability to Hindi Studies.     


Inclusion of Literature and Culture in Language Instruction
Premlata Vaishnava, Ph.D.
University of Michigan, Ann Arbor

The first step towards acquiring a foreign language is learning about the culture (through the basic grammar) and then slowly discovering the literary world with a better understanding of the language. There are multiple ways to fold culture and literature in language instruction and, more specifically, foreign language instruction. This presentation explores ways to include mythology and Bollywood cultural references in Hindi-Urdu language classes. It outlines innovative ways to simplify the cultural aspects of language learning and how to make them fun and rewarding to learn. The presentation utilizes examples of materials used in actual foreign language classrooms to showcase how to define and enhance teaching, both for the heritage as well as non-heritage learners within the South Asian diaspora.


पिन्टू कुमार मीना, शोधार्थी, हिंदी विभाग, हैदराबाद विश्वविद्यालय, हैदराबाद

“पूर्वोत्तर (हिंदीत्तर) क्षेत्र में हिंदी के अध्ययन-अध्यापन की समस्याएँ और संभावनाएँ”

जब भी शिक्षण-अधिगम प्रक्रिया में हिंदीत्तर क्षेत्र में हिंदी के अध्ययन-अध्यापन की समस्याओं की बात की जाती है तब सहज ही हमारा ध्यान दक्षिण भारत की ओर चला जाता है । कारण यह है कि दक्षिण भारत में तमिल, तेलुगु, मराठी, कन्नड़, मलयालम जैसी बड़ी भाषाएँ प्रचलित है । इस विषय पर एक राष्ट्रीय कार्यशाला हैदराबाद विश्वविद्यालय में 14-16 मार्च, 2012 में आयोजित की जा चुकी है ।

 प्रस्तुत आलोच्य विषय में मैं पूर्वोत्तर क्षेत्र की समस्याओं पर बात करूँगा । केंद्रीय हिंदी संस्थान द्वारा आयोजित नवीकरण पाठ्यक्रम में मुझे असम, अरुणाचल जाने का मौका मिला । वहाँ मुझे अध्यापकों को हिंदी भाषा-शिक्षण के अध्यापन का मौका मिला । इसी दौरान मैं सिक्किम और मेघालय भी गया । अरुणाचल में ही लगभग 180 भाषाएँ बोली जाती है । वहाँ हिंदी के अध्ययन-अध्यापन में सबसे बड़ी समस्या उच्चारण की होती है । दूसरी बड़ी समस्या लिंगगत समस्या होती है । ओडिया में एक लिंग, हिंदी में दो लिंग, संस्कृत में तीन लिंग और असमिया में चार लिंगों का प्रयोग होता है । लिंगगत समस्या सामान्यतया आठों राज्यों में होती है लेकिन असम में यह समस्या सबसे अधिक है । इन क्षेत्रों में रह रहे नेपाली और बंगाली भी लिंगगत अशुद्धियाँ करते हैं । इसी प्रकार की अन्य कई समस्याएँ हैं । इनके समाधान के लिए वहाँ लिंग्वाफोन और लिंग्वालेव का उपयोग अपेक्षित है । लिंग्वाफोन से उच्चारण की समस्या से निज़ात पाया जा सकता है । इसके अतिरिक्त शिक्षण के दौरान पैग और श्रेणी पद्धति का भी प्रयोग किया जाना अपेक्षित है ।


डॉक्टर ग्युज़ेल स्रेल्कोवा

डॉक्टर ग्युज़ेल स्रेल्कोवा, एसोशिएटेड प्रोफेसर (भारतीय साहित्य और हिंदी भाषा), अफ्रीका व् एशिया
अध्ययन संस्थान मॉस्को राजकीय विश्वविद्यालय, मॉस्को में हिंदी और मराठी भाषाएँ और साहित्य पढ़ाती हैं। भारतीय (हिंदी और मराठी) मध्यकालीन व आधुनिक साहित्य और अनुवादों के विषय पर पचास से अधिक
लेख रूसी, अंग्रेजी और हिंदी में प्रकाशित हैं। भक्त नामदेव तथा आधुनिक हिंदी साहित्यकार कृष्ण बलदेव वैद,
मृदुला गर्ग व कवि कुंवर नारायण की रचनाओं का हिन्दी से रूसी में अनुवाद प्रकाशित.

Teaching Hindi in Russia-Dr. Guzel Strelkova, IAAS, MSU
Indological studies began in Russia in the middle of the 19-th century, when Oriental faculty of Saint Petersburg University was established. But studies and teaching of Hindi and other Modern Indian languages started in Russia much later, in the 1920-s, because Russian Indologists earlier gave their main attention to classical studies, Sanskrit and Pali. In 1920 Moscow Oriental Institute (MIV) and Leningrad Institute of living languages, where Hindi was taught for practical purposes, were opened. One of the pioneers of Hindi teaching was Alexey P. Barannikov who translated “Premsaagar” and “Ramacharita manasa” into Russian. One of A. P. Barannikov’s
brilliant students, Vasily Beskrovny was the author of Hindi-Russian, Russian-Hindi and Urdu-Russian dictionaries. After the 2-nd World War teaching of Hindi continued in Leningrad University, and one of the Professors of Indian Philosophy, who taught Hindi also, was a prominent Hindi writer Rahul Sankrityayan. Memories of one of his students in 1946, Nina D. Gavryushina, who later became a recognized Hindi literature scholar, will be presented and discussed in the paper. Information regarding specific features of teaching Hindi in Moscow Oriental Institute (MIV) and Moscow State Institute of International Relations (MGIMO), where prof. Zalman Dimshits, the author of one of the most popular Manual of Hindi language has been teaching for many years, will be also discussed. In the middle of the 1950-s, when close relations between India and the USSR were established, Hindi teaching became very popular, and studies of Hindi started in Moscow State University, Institute of Oriental studies. A short history of Hindi studies, some Hindi textbooks and methodology of teaching Hindi in IAAS, MSU and other Institutions of Russia will be discussed and compared with Hindi teaching in the USSR when knowledge of Hindi and other Indian languages was in great demand because of political, social and cultural reasons.


डॉ. जे. आत्माराम

डॉ. जे. आत्माराम,हैदराबाद विश्वविद्यालय, हैदराबाद के हिन्दी विभाग में  सहायक प्रोफेसर के पद पर कार्यरत हैं । इससे पूर्व आपने हैदराबाद विश्वविद्यालय में पाँच वर्ष हिन्दी अधिकारी के रूप में और डी.एल.आर.एल. (डी.आर.डी.ओ.) में हिन्दी अनुवादक के रूप में सात वर्ष कार्य किया है । अब-तक आपने 30 से अधिक राष्ट्रीय सम्मेलनों एवं कार्यशालों में व्याख्यान दिया है । राजभाषा एवं हिन्दी साहित्य संबंधी कुछ राष्ट्रीय सम्मेलनों के संयोजक भी रहे हैं । भाषा, साहित्य से संबंधित आपके लेख हिन्दी की प्रतिष्ठित पत्रिकाओं में प्रकाशित होते रहते हैं  ।  

अन्य भाषा के रूप में हिन्दी शिक्षण और आई.सी.टी. का उपयोग
आज विश्व के कई देशों में आई.सी.टी (ICT) अर्थात् सूचना और संचार प्रौद्योगिकी (Information and Communication Technology) का उपयोग शिक्षा के क्षेत्र में व्यापक रूप से किया जा रहा है । चूंकि भारत की शिक्षा-व्यवस्था गुणता (quality), समानता (equity) और पहुँच (access) की दृष्टि से कई चुनौतियों का सामना कर रही है । अतः शिक्षा के क्षेत्र में आई.सी.टी. का उपयोग बहुत ही लाभदायक होगा । इसकी मदद न केवल विज्ञान एवं प्रौद्योगिकी विषयों की पढ़ाई को सर्वसुलभ बनाया जा सकता है बल्कि इसके माध्यम से द्वितीय एवं विदेशी भाषा के रूप में हिन्दी शिक्षण को और भी अधिक प्रभावी, आकर्षक एवं सरल बनाया जा सकता है । इसके अतिरिक्त ज्ञानाधारित समाज के निर्माण में भी आई.सी.टी. की महत्वपूर्ण भूमिका होती है। प्रस्तुत प्रपत्र में द्वितीय भाषा एवं विदेशी-भाषा के रूप में हिन्दी शिक्षण में आई.सी.टी. की उपयोगिता एवं आवश्यकता पर विचार किया जाएगा ।


Da lpat Rajpurohit, Columbia University, New York, NY

Dalpat S. Rajpurohit is a Lecturer in Hindi-Urdu at Columbia University, New York (USA). His research interests include the classical literary traditions of North India, modern Hindi and Urdu literature, language pedagogy and second language acquisition. At Columbia he teaches first- through third-year Hindi-Urdu classes and supervises readings in Brajbhasha, Rajasthani (Marwari) and Gujarati.  He has published on early modern north Indian literary cultures and is preparing with colleagues a translation of two 18th-century historical poems in Brajbhasha.
Developing curricula for upper level Hindi courses
Teaching Advanced Hindi courses can be challenging for two reasons: the heterogeneity of learners and selecting appropriate teaching material. Normally, our Advanced Hindi classes are consisting of heritage learners (HL) and second language learners (SLL).  The Heritage students have good spoken and cultural skills of Hindi yet lack analytical and formal linguistic knowledge. The second language learners are quite opposite of it. They develop analytical knowledge of Hindi in formal class setting but need cultural and communicative language exposure like the Heritage students have. How do we develop curriculum that helps both of these student groups improve their respective language and cultural skills and fulfill their learning goals? How do we choose authentic texts, audio-visual material, incorporate current socio-cultural topics and develop classroom pedagogy where both of these groups complement each other’s strength and areas for improvement? In my presentation, I will discuss the strategies which I have developed and will show specific examples of material selection that I do in teaching my Advanced Hindi class at Columbia University.

Nov 22 vidya nahar.jpg

Vidya Nahar
Vidya Nahar has been teaching Hindi and Marathi in northwest suburbs of Chicago through Balodyan (www.balodyan.com) since 1998. Vidya has written more than 100 Hindi and Marathi children’s songs and plays for teaching these languages in playful ways. Some of these songs and plays have been published in book formats. Vidya has authored A to Z in Hindi volume 1 and 2 vocabulary lists, which are organized alphabetically, such as animals in Hindi, birds in Hindi, colors in Hindi, with English into Hindi translation and transliteration, and a textbook cum learning aid titled “Hindi Learner – 1” for beginning learners of Hindi. She has created more than 1000 Voicethreads to make Hindi learning technology friendly for her students. Vidya has directed 3 STARTALK summer Hindi camps funded by the U.S. federal government grant. She organized first ever Vishva Hindi Video BHAASHAN Pratiyogitaa through Balodyan in 2016 to promote usage of Hindi.

Hindi Learning Through Voicethread
Voicethread is a wonderful web 2.0 tool for creative collaboration. It provides a voice annotation capability to any media artifact, such as a video, a picture, a photo collection, a document, a slide show, etc. One can invite as many commentators as one wants or open it to the community to add more comments to the same artifact, making it into a continuous thread of comments - voicethread.
The presenter (Vidya Nahar of Balodyan) has been using Voicethreads extensively in her Hindi classrooms over last six years with more than 1000 Voicethreads to her credit. She will share how teachers can transform their classrooms with this simple technology to empower their learners and enhance their language learning experience in an easy technology-friendly way, using authentic materials.
How Voicethreads enable learning strategies such as differentiated learning, collaboration, flipped classroom, right-left brain balance, multi-sensory input and serve as formative assessment tools will be discussed. For teachers, it is a very good modeling tool. Instead of correcting students in the classroom, teachers can use a voicethread to model correct pronunciations, accents, and grammar.
Students can listen to it again and again to learn correct usage of the languageIt is an excellent practice, reference, and language production tool for learners. Due to the asynchronous nature of Voicethread, a large number of participants can work on it at the same time. It leverages users' familiarity with a variety of online tools to facilitate interaction layered with human emotions.
The participants will
1) Know what a Voicethread is and how it can be used in a Hindi classroom to engage learners in three modes of communication to
    raisethe language proficiency and cultural competence.
2) Learn the steps to create a Voicethread aligned with specific learning standards.
3) Be able to design a Voicethread.

Nov 22 Kusum Knapczyk.jpg

Kusum Knapczyk
Professor Kusum Knapczyk is a Hindi lecturer at Duke University, North Carolina. Before joining Duke in 2016, she served as Hindi Lecturer at the University of Colorado Boulder and Indiana University, Bloomington. Kusum has taught Hindi at SASLI (South Asia Summer Language Institute) at the University of Wisconsin, Madison. She has also taught Hindi at the University of Texas at Austin, and in several STARTALK intensive Hindi language programs throughout the US, including STARTALK: Hindi in the Rockies at the University of Colorado, Boulder. Kusum received a PhD in Hindi literature from Jawaharlal Nehru University in New Delhi, India, and she is a fully certified ACTFL OPI tester for Hindi. Kusum has published numerous articles and short stories in Hindi newspapers and magazines. Currently she is preparing a reader for beginning Hindi students. Her research interests are the history of Hindi literature and language, Hindi language pedagogy, and Urdu poetry.

New Ideas for Using Readers with Beginning Hindi Students
In this presentation I will discuss strategies for designing a Hindi reader and the benefits of using such a reader with college-level first-year language students, despite their limited knowledge of grammar and vocabulary. The reader I am preparing is aimed at beginning students of Hindi language or even for those who understand little Hindi but want to improve their language skills. It uses simple constructions and vocabulary and variety of day to day conversation topics that help the reader to get familiar with Indian culture and community.
I will also discuss different types of comprehension exercises and pre-reading activities that accompany each reading to create a self-contained lesson. I will also discuss how I have chosen and created readings for each chapter keeping in mind their practical usefulness and the interests of college-level students. Finally I will consider the advantages of using a reader with the grammar book in a regular curriculum.


Dr. Chandrika Mathur is a language teacher, researcher and teacher educator at the Rishi Valley Institute for Teacher Education, Rishi Valley Education Centre, Krishnamurti Foundation India. She taught French to adults and children in India and Canada. Based on her teaching experience of Hindi to young learners in South India, she authored and published a series of activity-based textbooks, workbooks and audio-CDs titled Hindi ki Duniya 1 – 5. These books address the language learning needs of non-Hindi speaking children in an engaging, systematic and age-appropriate manner. Dr. Mathur completed her M.A. and M.Phil in French Language and Literature from Jawahar Lal Nehru University, New Delhi. She received her trainingas a French language teacher at the Université de la Sorbonne Nouvelle, Paris, France. She completed her doctorate in literature and film studies from the University of Ottawa, Canada.
Teaching Hindi to young learners-Teacher's role in classroom

In my presentation I will attempt to show some aspects of the teachers’ role in the classroom. I will explain what I mean by activity-based approach for teaching Hindi to differentiated levels of learners. I have been teaching Hindi for many years at Rishi Valley School, a residential school in Andhra Pradesh, India. My students’ background includes those who speak Hindi at home as well as those who speak another language at home. They join the school every year in different classes. They comprise of multiple levels of language competencies in second language Hindi classes. At the beginning of the academic year we combine learners of classes 3, 4 and 5 levels, and do a basic ability-wise streaming into Beginner, Intermediate and Advanced levels. Despite this initial streaming, within each group, different levels become evident very soon. We try to address each child at his/her own level. For example the young children learn language best by ‘doing’ different things with and through the new language. Apart from the usual responsibilities of any language teacher (presenting, explaining, questioning, correcting, assessing and giving feedback), an activity-based approach to teach Hindi refers to teacher’s responsibilities in assessment and cross checking including cueing, guiding and supervising children in their use of teaching-learning materials. In order to develop effective learning a teacher needs to create a supportive atmosphere that is free of fear in which children meet with success rather than failure.

Jairam N. Menon .jpg

Jairam N. Menon  
A communications professional with over four decades of experience in the field Jairam uses the written word to tell, sell, guide, persuade, engage, enthuse and entertain. Starting off as a journalist, he sequentially, and often simultaneously, he wore many hats as- copywriter, columnist, in-house magazine editor and scriptwriter for documentaries. After his retirement in 2014 as General Manager, Corporate Brand Management & Communications Department of Larsen & Toubro, Jairam was reappointed on contract for special assignments.  He believes that every successful piece of communication is a story well told. Communications across all media and all domains - journalism, advertising or organizational- have the same principles at its core. Jairam also serves as vice president of the Association of the Business Communicators of India (ABCI) - one of the world’s largest professional associations for communication professionals.  
Expanding Field of Hindi in the Media-with special reference to Corporate Communications

1.    I will be addressing the delegates of this Hindi Conference in English – because I am an illustrative example and unfortunate victim of the very forces that I will be describing in my talk.
2.    The increasing use of the country’s official language in India’s media cannot be categorized as the ‘emergence’ of Hindi.  It is actually Hindi ‘reclaiming’ what rightfully belongs to it after decades of what I would call colonial communications.  
3.    For greater clarity, I will segregate the media into three segments, A) When media is used to transmit news, opinions and ideas, i.e. Journalism; B) When media is used to promote brands or products i.e. Advertising; C) When media internal to an organisation is used to propagate the organisation’s interests. What is the ‘HQ’ or Hindi Quotient of each of these segments?
4.    Journalism: I believe Hindi has led to the democratization of knowledge as well as political and social awareness. Yet, what should have been a clear line of rapid growth post India’s independence actually had twists and turns. In the decades immediately followingIndependence, Hindi journalism actually declined in terms of numbers and quality. The reasons are many and interesting – but donot form the subject of this discussion. What is relevant here is the opposite phenomenon that impacted the last decade of the 20th Century and the early decades of this Century. Today of the top five most widely circulated newspapers in India, all about one are in Hindi. Even more important than the numbers is the obvious enhancement of Quality and Professionalism.
5.    Two sub-segments merit attention – Electronic and Digital. Hindi is undisputed king in the General Entertainment Category oftelevision. Hindi news channels are also influential. A growing phenomenon is the use of Hindi in English interviews and debates.  A note of caution – the digital domain is still unexplored.
6.    Advertising: Decades ago Piyush Pande moaned that ‘there is no place in Indian advertising for those who dream in Hindi’. No longer. Gurcharan Das, former CEO of Procter & Gamble said they will not even look at a storyboard unless it is in Hindi. So thedays when Hindi copywriters were glorified translators are over.
7.    A phenomenon in this sphere is described as ‘code-mixing’ by communication professionals. Examples abound – the catchiest slogans are those that have broken the barriers of language. Hindi purists may object but the voice of the people seems to be ‘Yeh Dil Maange More’.
8.    Corporate Communications: the HQ here may not be as high as in Journalism and Advertising but the news is encouraging. Here, Hindi seems to have skipped the print medium (which remains dominated by English) to open up alternative media. Mention must be made of the pioneering work of the Chief Coordinator of this Conference in popularizing Hindi in internal video channels. The potential here is significant because electronic and digital media have an immediacy that print lacks, and Hindi may be the ideal vehicle to transmit the pulse of the people.
9.    Public sector units have bilingual magazines, and this has helped in dissemination of information. But there is a need to enhance professional standards. It should be recognised that knowledge of Hindi alone will not suffice, you need to know the craft ofcommunications. Trade associations like the Association of Business Communicators of India recognise the spread of Hindi but the English bias lingers. The ‘Magazine of the Year’ is inevitably in English.
10.    What about the road ahead? The answer lies not in external factors and certainly not in the political establishment but within allofus. Communications is a discipline, a profession. If those who communicate in Hindi commit to continuously sharpening their professional skills, staying in touch with developments around the world and relentless invest in their craft, the future of Hindi will surely outshine the past.


डॉ प्रिया सूफ़ी, लेक्चरर (हिंदी), होशियारपुर, पंजाब
पंजाब में हिंदी : शैक्षणिक चुनौतियाँ

किसी भी हिंदी भाषी क्षेत्र में हिंदी शिक्षण एक चुनौतीपूर्ण कार्य है। इसमें कारण केवल भोगौलिक, सामाजिक एवं
सांस्कृतिक ही नहीं अपितु भाषागत भी होते हैं।

          सभी अहिन्दी भाषी क्षेत्रों में हिंदी शिक्षण की चुनौतियाँ एवं समस्याएं समान नहीं होतीं, क्योंकि प्रत्येक क्षेत्र की भाषा पर और उसके भाषा - भाषी लोगों पर उस क्षेत्र की भोगौलिक स्थितियां, उस भाषा का शब्द-भण्डार, अर्थ विभक्तियाँ प्रभाव डालती हैं। किसी दूसरी भाषा को ग्रहण करना उनके लिए उतना आसान नहीं होता, क्योंकि हर भाषा की अपनी व्याकरणिक सीमाएं होती हैं। जो किसी दूसरी भाषा को ग्रहण करने में चुनौती उत्पन्न करती हैं।

          वस्तुतः पंजाबी व हिंदी दोनों संस्कृत स्रोत की भाषाएँ हैं। गुरुमुखी लिपि में लिखी जाने वाली पंजाबी पंजाबियों की मातृ भाषा है। हिंदी यहाँ दूसरी भाषा के रूप में पढ़ाई जाती है। विकास की प्रक्रिया में हिंदी के शब्द-रूप विकास के अगले सोपान पर पहुँच चुके हैं, जबकि पंजाबी अब भी द्वित्व प्रधान है और प्राकृत भाषा के स्तर पर खड़ी है। जैेसे :
      संस्कृत    प्राकृत/पंजाबी            हिंदी
       कर्म                कम्म              काम
       हस्त                हत्थ             हाथ    इत्यादि ।
दोनों भाषाओं में उच्चारण, रूप ध्वनि तथा अर्थ संबंधी भिन्नता है।
 ध्वनिगत चुनौतियाँ :-
पंजाबी में शब्द भण्डार काफी हद तक प्राकृत भाषा के अनुरूप होने की वजह से हिंदी शिक्षण में उच्चारण एवं मात्रा संबंधी चुनौतियां अधिक आती हैं। विशेषतः वचन तथा लिंग परिवर्तन बनाने के सन्दर्भ में।
वर्तनी संबंधी चुनौतियाँ :-
हिंदी की लिपि देवनागरी है। इसमें कुछ व्यंजन ध्वनियों का प्रयोग विभिन्न प्रकार से किया जाता है। जैसे: रेफ, ऋ, मूर्द्धन्य ष, तालव्य श। जबकि गुरुमुखी लिपि में किसी भी व्यंजन ध्वनि का प्रयोग 'हल्' रूप में नहीं किया जाता। जो पंजाबी विद्यार्थियों में भ्रम उत्पन्न करते हैं।
शब्द-भण्डार संबंधी चुनौतियाँ :-
पंजाबी में उर्दू , फ़ारसी, अंग्रेजी, पुर्तगाली अनेक स्रोतों से शब्द आए हैं। परंतु उन शब्दों के उच्चारण का पंजाबीकरण किए जाने के कारण वही शब्द हिंदी शब्द-भण्डार में समान होने पर भी अलग प्रतीत होते हैं।
वाक्य संरचना संबंधी चुनौती :-
पंजाब में माझी, मालवी, दुआबी आदि उपबोलियाँ हैं। जिनकी वाक्य- संरचना में किंचित भेद है। टकसाली पंजाबी और आम बोलचाल की पंजाबी की वाक्य संरचना भी समान नहीं है। विशेषतः ग्रामीण पृष्ठभूमि के विद्यार्थियों को हिंदी शिक्षण में पर्याप्त कठिनाई आती है।
अर्थ संबंधी चुनौती :-
अर्थ विज्ञान के क्षेत्र में सांस्कृतिक, सामजिक एवं भोगौलिक प्रभाव से हिंदी शब्दों के रूप व वार्थ पंजाबी में अलग प्रकार से विकसित हो गए हैं।
(i)         दोनों में एक मूलार्थ से भिन्न-भिन्न विकास
             जैसे - उचकना- चुक्कना, छितराना- छितराउना
(ii)        एक में मूलार्थ दूसरे में उसी से भिन्न विकास
             जैसे - हांडना - हंढणा, पेंग- पींघ।
(iii)        एक में मूलार्थ तथा विकास भी और दूसरे में भिन्न विकास
             जैसे- ओर- उरे, दरसाना- दस्सणा।
(iv)        दो भिन्न मूलार्थ, एक में मूलार्थ और दूसरे में विकास
             छेदना- छेकणा, बिलोना- विरोलना।
(v)         दो भिन्न मूलार्थ भी, उससे भिन्न विकास भी
             आहार- आहर, रंडी- रंड्डी।
          पंजाबी में अर्थ अलग प्रकार से विकसित व प्रचलित होने के कारण हिंदी शिक्षण और अधिक चुनौतीपूर्ण हो जाता है।
          यह बात सत्य है कि हिंदी का शब्द- भण्डार पर्याप्त समृद्ध है। पंजाबी में भाव संप्रेषण के लिए लेखकों को कई बार हिंदी शब्द- भण्डार का सहारा लेना पड़ता है। अर्थ का विकास दोनों भाषाओं में अलग होने के परिणामस्वरूप अर्थ का अनर्थ हो सकता है।
अस्तु, इतनी चुनौतियाँ होने पर भी अहिन्दी भाषी क्षेत्र पंजाब में हिंदी शिक्षण को सुगम बनाया जा सकता है।


Pooja Tiwari

Pooja Tiwari is a research scholar in Hindi Department at Hyderabad Central University. Her area of interest are: women studies, religion specially Muslim women, translation and innovative teaching methods and poetry writing (Hindi). She has worked as a Content Advisor/Script Writer for documentaries based on Cerebral Palsy and Rural Sports Talent Hunt Games. Pooja has presented papers in National and International Seminars and attended seven days workshop on 'Hindi Teaching to Foreign Students'. Her articles, poems and Translation work has been published in various magazines and news papers.

इडगर डेल की 'कोन ऑफ़ इक्स्पीरियंस' की अवधारणा को यदि देखें तो यह स्पष्ट हो जाता है कि 'दृश्य-श्रव्य माध्यम या 'वीडियो मेथेड' शिक्षण का वह माध्यम है, जो शिक्षण को अन्य माध्यमों (जैसे मौखिक और गैर प्रक्षेपित) की अपेक्षा कहीं अधिक प्रभावी बनाने में सहयोगी हैं. दृश्य-श्रव्य माध्यम को वर्तमान शिक्षा प्रणाली में शैक्षिक प्रौद्योगिकी का महत्वपूर्ण अंग माना जाता है. इन माध्यमों के अंतर्गत फिल्म, टेलीविजन, मोबाईल, लैपटॉप, वीडिओ टेप, नाटक, एपिडियास्कोप, ओवरहेड प्रोजेक्टर आदि को सम्मिलित किया जाता है. दृश्य-श्रव्य माध्यम शिक्षण की प्रक्रिया के तीन चरणों (इनपुट-प्रोसेस-आउटपुट) में से प्रोसेस यानी कि प्रक्रिया के दौरान प्रयोग किये जाते हैं. इन माध्यमों के द्वारा शिक्षक, छात्रों को न केवल अधिगम के लिए अभिप्रेरित कर सकता है बल्कि उनके लिए विषय को समझने का सहज वातवरण भी तैयार कर सकता है.

दृश्य-श्रव्य माध्यम हिंदी शिक्षण में भी किसी अन्य विषय की तरह, उतने ही प्रभावी ढंग से प्रयोग किये जा सकते हैं. एक विदेशी भाषा के रूप में हिंदी भाषा शिक्षण के समय आने वाली समस्याओं का दृश्य-श्रव्य माध्यम से शिक्षण कर, निदान किया जा सकता है. शब्दों को केवल लिखकर या उनकी शब्दिक संरचना बताकर, उनके भावात्मक अर्थ को समझाना सरल नहीं होता. ऐसे में गैर-हिंदी भाषी छात्रों को दृश्य-श्रव्य माध्यम से सरलता से भावात्मक अर्थ से परिचित कराया जा सकता है. उदाहरण के लिए यदि हमें किसी छात्र को 'खेलना', 'खाना', 'सोना' आदि शब्दों से परिचित करवाना है, तो हम उसे खेलने, सोने, खाने से सम्बंधित विभिन्न 'क्लिप्स' दिखाकर, सरलता से इन शब्दों के भावार्थ से परिचित करा सकते हैं. इस माध्यम का प्रयोग करने के पीछे, यह मनोविज्ञान काम करता है कि मनुष्य केवल देखने या केवल सुनने की अपेक्षा एक साथ देख और सुनकर अधिक ज्ञान अर्जित कर सकता है. प्रस्तावित विषय के अंतर्गत, हिंदी भाषा शिक्षण में दृश्य-श्रव्य माध्यम का प्रयोग किस तरह से किया जा सकता है, इसका स्पष्टीकरण विभिन्न गतिविधियों और भाषा शिक्षण से सम्बंधित विभिन्न क्लिप्स के नमूनों आदि के शोधपरक प्रस्तुतीकरण द्वारा किया जाएगा.


Elmar Renner is teaching Assistant Professor for Hindi, Urdu and Sanskrit at Copenhagen University (ToRS, South Asia) since 2013. In 2014 he recieved the Teacher Award for his methological endeavour in teaching Hindi. Preiously he taught Hindi at the universities of of Bonn, Leipzig and Munich. He holds a Magister Artium Degree in Linguistics from Munich University, Germany and the Daskhata Ucca Diploma from Kendriya Hindi Sansthan, Agra/Delhi. Apart from his interest in language acquisition and teaching South Asian Languages, he works on the modern Maithili language.

Vipul Goswami, a Hindi instructor at the University of Bonn, Germany since 2015, received his M.Phil. in German Studies from JNU, New Delhi. He earned his Diploma in Functional Hindi Linguistics at Kendriya Hindi Sansthan. His work interest is in the field of comparative aspects of New Indo-Aryan languages and language teaching. While studying languages (German, Russian, Turkish, Italian) he has been inspired by a broad range of established teaching approaches which he endeavors to make further accessible for teaching his mother tongue.
Abstract: Bonn-Copenhagen Hindi Textbook Project
The Hindi Textbook Project is the outcome of several Hindi beginners' courses taught at Bonn University, Germany and Copenhagen University, Denmark from autumn 2011 onwards. The students in these courses do not have previous Hindi knowledge. The scope is to provide the students with communicative language lessons so that they are trained to actively apply the Hindi language at a threshold level (B1 of the Common European Reference Frame) after two semesters.
The Hindi Textbook Project addresses the lack of material for a consistent communicative approach. The challenges initially detected are:
- Hindi students with European mother tongues like English, German or Danish have to face huge structural differences when learning Hindi (e.g. postpositions, ergative, object split, conjunct verbs, compound verbs etc.). This is why immersion sequences relying on linguistic intuition do not properly work as they would do e.g. in English classes taught in Germany and Denmark. Thus a thorough training of the structures is required at the first place.
- In order to introduce and speak authentic Hindi from the first class onwards, the structural progression needs to be made up in a way that takes into account both aspects of linguistic complexity as well as pragmatics.
- The material must comprise inductive, communicative as well as analytical sequences in proportions and a succession, which allow the learner to develop active language skills.

The Hindi Textbook Project takes these three aspects into account and aims at providing a book with material for a course comprising 28 weeks (corresponding to 2 semesters à 14 weeks) with 6-10 weekly hours for a state-of-the-art communicative grammar teaching.
Elmar Renner, Teaching Assistant Professor, Modern India and South Asia Studies, Institute for Cross-Cultural and Regional Studies, University of Copenhagen, Denmark (pxd337@hum.ku.dk)
Vipul Goswami, Hindi Lecturer (Lehrkraft für besondere Aufgaben), Abteilung Indologie
Institut für Orient- und Asienwissenschaften, Universität Bonn, Germany (vgoswami@uni-bonn.de)


डॉ दुर्गा शारदा चक्किलं
हिंदी भाषा, साहित्य और संस्कृति: शैक्षणिक चुनौतियाँ
जब अन्य भाषियों के लिए हिन्दी शिक्षण की बात आती है, तो हमें यह विदित हो जाता है कि हम नए छात्रों को नए अक्षर, उनका उच्चारण, भाषा-शैली, सोच-विचार, सभ्यता और संस्कृति जैसे कई अन्य तथ्यों से भी परिचित करा रहें हैं।  क्योंकि हिन्दी केवल एक भाषा ही नहीं, अपितु वह सम्पूर्ण भारतीयता को अपने में समाहित कर रखा है।  उसके अस्तित्व को भी थोड़ा-बहुत पहचानने की आवश्यकता होती है।  निर्भर करता है कि हमें किस प्रकार की हिन्दी की आवश्यकता है।  साहित्यिक हिन्दी, राजभाषा हिन्दी, बोलचाली हिन्दी, फिल्मी हिन्दी, या केवल सम्प्रेषण के लिए हिन्दी।  अनिवार्यता के अनुरूप इसका शिक्षण व उससे संबन्धित पठन की आवश्यकता होती है।   फिर भी हम यह कह सकते हैं कि व्याकरण का आधारभूत अंश जैसे- लिंग, वचन, काल की जानकारी होना आवश्यक है।  कम-से-कम उन शब्दों की जानकारी की आवश्यकता होगी जो हिन्दीतर व्यक्ति सामने वाले को कहना चाहेगा।  अन्यथा सम्प्रेषण की समस्या उत्पन्न होगी।  पर्यटक स्थलों में मार्गदर्शक कई भाषाओं में सम्प्रेषण कर पाता है।  इसका यह अर्थ नहीं है कि वह उन भाषाओं में पारंगत है।  
इस प्रकार हिन्दीतर या अन्य भाषियों के लिए, हिन्दी शिक्षण की प्रक्रिया के अंतर्गत, माँग के अनुरूप, सरल पाठ्यक्रमों (का विचार किया जा सकता है।  जिसकी मदद से हिन्दी साहित्यकारों की भावनात्मक वृत्तियों से तादात्म्य स्थापित कर सकें और वे स्वयं ही हिन्दी भाषा से ही नहीं अपितु भारतीयता से जुडते चले जाएँ।  भारत की आत्मा को छू सकें।  इन अंतर्राष्ट्रीय सम्मेलनों व सत्रों का उद्देश्य और लक्ष्य भी तो यही होता है।  मेरा विश्वास है कि ऐसे कार्यक्रम अवश्य प्रयोजनमूलक सिद्ध  होंगी।


डॉ मनीषा सिंह चौहान
शैक्षणिक क्षेत्र में हिन्दी के विकास की संभावनाएँ    
    राष्ट्रपिता महात्मा गांधी के अनुसार – "कोई भी देश सच्चे अर्थों में तब तक स्वतंत्र नहीं, जब तक वह अपनी भाषा में नहीं बोलता।"
    भाषाई एकता द्वारा सम्पूर्ण राष्ट्र के एक स्वर में उक्त की परिकल्पना सैद्धान्तिक भी है और व्यवसायिक भी।  हिंदीतर राज्यों में हिन्दी के प्रसार में व्यवहारिक पद्धतियों का अपनाया जाना अधिक प्रासंगिक प्रतीत होता है।  दैनिक जीवन की विषय वस्तुओं पर आधारित वाक् प्रतियोगिताएँ हों, या वाक्य से शब्द व वर्ण के परिचय की विश्लेषणात्मक विधि हो या दृष्टांत विधि हो, ये सभी शिक्षण के सैद्धान्तिक व व्यावहारिक अंग हैं।  इस संबंध में नागरी प्रचारिणी सभा, राज्य की हिन्दी दीपघर इकाइयों और अन्य शैक्षिक संगठनों द्वारा किए गए प्रयास सराहनीय है।
    राष्ट्रीय योजनाओं के मुख्य पहलुओं में प्रथम तो यह हो कि शिक्षार्थी को हिन्दी सीखने का सटीक उद्देश्य पता हो।  आज के वैश्विक परिदृश्य मेँ विभिन्न प्रान्तों द्वारा विकास और रोजगार के नए अवसर इस संबंध मेँ प्रासंगिक हैं।  शिक्षण संस्थानों द्वारा वर्तनी का सरलीकरण इसका दूसरा बिन्दु है।  
    सरकार द्वारा चलाई गई विभिन्न राष्ट्रभाषा योजनाओं के क्रियान्वयन मेँ सरकारी तंत्र के अतिरिक्त हिन्दी भाषा-विद् और स्वैच्छिक कर्मियों को उचित प्रोत्साहन हिन्दी विकास की इस यात्रा मेँ मील का पत्थर होगा। 


श्रीमती सोनल लहरिया
पाठ्य-सामग्री का निर्माण और विकास
         भाषा का विकास उसकी सभ्यता और संस्कृति पर निर्भर होता है।  भाषा समस्त सदी का जीवन तथा उनके विकास को प्रतिबिम्बित करती है।  वह भविष्य के मार्ग को प्रशस्त करने का सामर्थ्य भी रखती है।  विश्व में अनेक भाषाएँ बनीं, पनपीं, फली-फूली और पल्लवित हुईं।  संस्कृत और आर्य भाषाओं के मिश्रण से निर्मित यह हिन्दी भाषा विश्व भाषाओं में अद्वितीय भाषा है।  यह एक वैज्ञानिक भाषा होने के करण सीखने में (बोलने/ लिखने ) सरल है।  अपनी मातृभाषा के समानान्तर हिन्दी सीखने से हिन्दीतर भाषी को कठिनाइयों का अनुभव नहीं होगा।  
        हिन्दी की विशेषता यह है कि जो बोली जाती है, वही लिखी जाती है।  इसलिए कोई भी अन्य भाषा-भाषी यह भाषा आसानी से सीख सकता ही।  लिखित भाषा सर्वदा योजनाबद्ध रूप से सीखना चाहिए।  आधारभूत तथ्य जैसे - सही मात्रा का लगाना, सही उच्चारण करना, शब्दकोश देखपाना जैसी बातों के लिए किसी और की मदद लेना नितांत आवश्यक है।  किन्तु  बोलचाल भाषा सीखने के लिए उसी भाषा में सम्प्रेषण, चिंतन, मनन और विचार करना प्रर्याप्त होता है।    
        निष्कर्षतः यह कहा जा सकता है कि हिन्दी वैज्ञानिक और मित्रवत् भाषा होने के कारण ही वर्तमान समय में भी इसकी एक अपनी पहचान है।   इतना ही नहीं इस भाषा में भारोपीय परिवार के शब्द सम्मिलित होने के कारण यह अन्य भाषा-भाषियों को भी अपनी मातृभाषा की छवि इसमें दृष्टिगोचर होती है।  इस लिए हिन्दी भाषा संसार में अपनी अलग पहचान बना पाई है।  हिंदीतर भाषी इसे सीखने का प्रयास करते हैं। 


Ritu Jayakar
Ritu Jayakar is an adjunct Instructor at Pennsylvania State University where she teaches advanced Hindi classes to college students. She began teaching Hindi in 2008 and introduced various non-conventional teaching methods to her language classroom. She is passionate about using technology in language learning and plans to design online curriculum in near future. For the past three years, she has been involved with CARLA’s STARTALK Teacher-Training Program (TTLO) - Transition to Teaching Language Online. She has grown as a teacher adopting her teaching styles based on the best practices of the second/foreign language teaching in USA.
'मानकबद्ध शिक्षा: पढ़ने-पढ़ाने की गतिविधियां और आकलन का तालमेल'.
 In my presentation I will highlight:
 1) How the standard-based teaching can help develop the curriculum to improve the performance of learners. 2) How the proficiency levels are integrated both as the indicator of achievements and the goal post for the material development. 3) How role of assessment and feedback is utilized to the advantage of both students and teachers in language classrooms. Lesson plans based on these principles will be shared and discussed during the session. My presentation will be bilingual.


Shyama Medhekar
My journey as a teacher and an intercultural mediator begins over two decades ago.
In Italy, I have been involved full time for years in the field of teaching English as a foreign language but have also been collaborating as an intercultural mediator with schools and hospitals to help migrant women and children from our Indian subcontinent. This latter commitment required the use of Hindi and Marathi so fortunately I remained strongly connected to both the languages and to my motherland. Three years ago I got selected as a Reader at Cà Foscari University. It was a blessing indeed as that is where my transformation began from being an EFL teacher to an HFL teacher. Teaching is my passion and it has taught me that life is continuous learning process.
Teaching Hindi to Italians in Venice, Italy
This paper humbly intends to present an overview on the teaching of Hindi as a foreign language at the Department of Asian and North African Studies (DSAAM) in Venice. There is a quest for a better understanding of the teaching and learning of Hindi as a foreign language to explore best teaching methods, to examine challenges involved and to respond to specific needs especially in those contexts where learners have never had an exposure to Hindi or any other Indian languages. Hence from this beautiful city of bridges where the study of Asian languages dates back to the Renaissance period we aim at creating new bridges with experts from the growing field of Hindi Education.

Dec 6 Narendra Kohli.jpg

डॉ. नरेन्द्र कोहली
डॉ. नरेन्द्र कोहली का जन्म 1940 में सियालकोट (अब पाकिस्तान) में हुआ। उन्होंने दिल्ली विश्वविद्यालय से 1970 में पीएच डी हासिल की। डॉ. कोहली उपन्यासकार,कहानीकार,नाटककार, व्यंग्यकार तथा निबंधकार  हैं। वे अपने समकालीन साहित्यकारों से पर्याप्त भिन्न हैं। साहित्य की समृद्धि तथा समाज की प्रगति में उनका योगदान प्रत्यक्ष है। उन्होंने प्रख्यात् कथाएं लिखी हैं; किंतु वे सर्वथा मौलिक हैं। वे आधुनिक हैं; किंतु पश्चिम का अनुकरण नहीं करते। भारतीयता की जड़ों तक पहुंचते हैं,किंतु पुरातनपंथी नहीं हैं।1960 में नरेन्द्र कोहली की कहानियां प्रकाशित होनी आरंभ हुई थीं,जिनमें वे साधारण पारिवारिक चित्रों और घटनाओं के माध्यम से समाज की विडंबनाओं को रेखांकित कर रहे थे। 1965 के आस-पास वे व्यंग्य लिखने लगे। उनकी भाषा वक्र हो गई थी,और देश तथा राजनीति की विडंबनाएं सामने आने लगी थीं। उन दिनों लिखी गई अपनी रचनाओं में उन्होंने सामाजिक और राजनीतिक जीवन की अमानवीयता,क्रूरता तथा तर्कशून्यता के दर्शन कराए। हिंदी का सारा व्यंग्य साहित्य इस बात का साक्षी है कि अपनी पीढ़ी में उनकी सी प्रयोगशीलता, विविधता तथा प्रखरता कहीं और नहीं है।साहित्य में उनका योगदान इतना महत्वपूर्ण है कि 1985 के बाद का युग 'कोहली युग' के रूप में जाना जाता है। उनकी महत्वपूर्ण रचनाओं में, 'अभ्युदय', 'महासमर', 'वासुदेव', और 'तोड़ो, कारा तोड़ो' प्रमुख हैं।
साहित्यक में हिंदी का बदलता स्व रूप
हिंदी का रूप सदा से बदलता आया है। मध्य् काल में उसकी बोलियां मैथिली, ब्रज और अवधी समय-समय पर प्रमुखता प्राप्तत कर भाषा का रूप धारण करती रहीं; और खड़ी बोली के आने से सारा परिदृश्यभ ही बदल गया। गद्य तो आया ही खड़ी बोली में। इसलिए भारतेन्दुं हरिश्चं द्र के समय से स्प ष्ट‍ और मुखर परिवर्तन होने लगे। वे अपने काव्य़ में ब्रज का प्रयोग करते रहे और गद्य के लिए खड़ी बोली को अंगीकार  किया। द्विवेदी युग में पूरी तरह से खड़ी बोली आ गई थी - पद्य में भी और गद्य में भी। उस युग के सब से बड़े कवि मैथिलीशरण गुप्त  और हरिऔध भी अपने काव्य ग्रंथ खड़ी बोली में लिख रहे थे। किंतु काव्ये की भाषा में जो प्रांजलता चाहिए थी, वह अभी उनकी भाषा के द्वार ही खटखटा रही थी। वह वस्तुवत: परिवर्तन का युग था।  छायावादी कवियों की भाषा से तुलना करने पर यह बात स्प ष्ट‍ हो जाती है। प्रसाद, निराला, पंत और महादेवी की भाषा अपने मुख से बोलती है कि वह कविता है। उसका संगीत, प्रवाह, उपमान, सब कुछ ही उसके प्रौढ़ हो जाने के प्रमाण थे। उनके समकक्ष पूर्ववर्ती कवि काफी गद्यात्म,क प्रतीत होते थे। दूसरी ओर गद्य में प्रेमचंद आ गए थे। देवकीनन्दान खत्री ने अपने उपन्या्सों की तिलस्मीम रोचकता के आधार पर हिंदी का प्रसार किया था; किंतु प्रेमचंद के सामाजिक उपन्यातस का फलक बहुत विस्तृरत होने के कारण उनकी शब्दारवली का रूप बदल गया था। उन्होंजने उसे समृद्ध किया। प्रसाद की भाषा से उनकी तुलना करने पर स्पीष्टद हो जाता है कि उनकी पृष्ठभूमि में उर्दू और फारसी थी। संस्कृ त के तत्सतम शब्दों  का अभाव था। संस्कृित के शब्दभ आए भी तो तद्भव रूप में आए। प्रसाद का आधार संस्कृ त की समृद्ध शब्दर-संपदा थी। दोनों बनारस में थे किंतु दोनों की भाषा का अंतर स्प ष्टत है। निराला और प्रेमचंद इलाहाबाद में एक साथ थे किंतु ''रामकी शक्तिपूजा'' और ''रंगभूमि'' की भाषा में आकाश पाताल का अंतर है। उधर वृंदावनलाल वर्मा बुंदेलखंड की शब्दा'वली को साथ ले कर चल रहे थे, इसलिए उसका रूप कुछ-कुछ आंचलिक भी होता जा रहा था। 1936 में प्रेमचंद के देहांत के पश्चाित् गद्य की भाषा ही नहीं शैली भी बदली। काव्यो में छायावादी युग समाप्ते हो गया और राष्ट्रशप्रेम और ओज के भावों के कारण सोहनलाल द्विवेदी, माखनलाल चतुर्वेदी और दिनकर ने हिंदी को नए सिरे से गढ़ा। बच्चंन के गीतों का अपना रंग था। चतुरसेन शास्त्री  के उपन्या सों में ऐतिहासिक और पौराणिक तत्वों  के कारण संस्कृरत के तत्सअम शब्दो विपुल मात्रा में हैं। कहीं-कहीं तो वे पूरा अध्या य ही संस्कृंत में लिख गए हैं। कथा का परिवेश बनाए रखने के लिए। वे भूल गए कि उनके पाठक हिंदी के पाठक हैं। वे संस्कृनत नहीं जानते। एक ओर जैनेन्द्र  अपनी निजी भाषा और नई शैली के साथ आए और दूसरी ओर हजारी प्रसाद द्विवेदी संस्कृ त-पुष्टप भाषा के साथ हर्षवर्धन का समय ले कर बाणभट्ट की आत्मीकथा, ले कर प्रकट हुए।  भाषा की सूक्ष्मता को जितना हजारी प्रसाद समझते थे, अन्यक कथाकार नहीं समझते थे। आज्ञा और अनुमति का अंतर, भगिनी और सहोदरा का अंतर, वय और आयु का अंतर, विटप और वृक्ष का अंतर, विवाह और उद्वाह का अंतर। हिंदी के लेखकों ने उन्हेंत पयार्य बना दिया था, जबकि पर्याय नाम की कोई वस्तु  नहीं होती। कोई भाषा एक ही अर्थ देने वाले दो शब्दोंय का बोझ वहन नहीं करती। इस अंतर के पीछे हमें उन लेखकों के व्यषक्तित्वन की भी पड़ताल करनी होगी। उनके क्षेत्र की, उनकी पृष्ठटभूमि की, उनके अध्य यन और पांडित्ये की। उनके व्य क्तित्वभ और संभ्रांतता की। उनके चरित्रों की। तभी हम अमृतलाल नागर, नरेश मेहता, रेणु, नागार्जुन, कृष्णाा सोबती, निर्मल वर्मा, अज्ञेय, मोहन राकेश इत्याददि के हिंदी के प्रसार और उसे समृद्ध करने के सूत्रों को समझ सकेंगे।


Ashok Ojha
is a New Jersey based journalist and teacher, where he manages two non-profit organizations, Yuva Hindi Sansthan and Hindi Sangam Foundation, both dedicated to promotion of Hindi language in USA and beyond. As the coordinator of the International Hindi Conference, USA, I collaborated with scholars from a number of leading universities, such as, NYU, Columbia, UPenn and others to organized three International Hindi Conferences in USA in collaboration with NYU (2014), Rutgers (2015) and the Consulate General of India, New York (2016).  Currently the preparation of the fourth International Hindi Conference is underway at Vishakhapatnam, AP, India. (http://www.hindiconferenceamericas.com/) I have been awarded US government funding for directing STARTALK Hindi Programs since 2010. Trained as a Hindi teacher at 2009 UPenn STARTALK Teacher Program, I initiated the STARTALK program for Kean University students (2010, 2011) followed by YHS STARTALK Hindi programs at Bensalem (2012), Hatfield (2013) and Harleysville, PA (2014-16). I also taught English as a foreign language in Yongan, Fujian, China in 2012. I moved to USA in 1998 to study at NYU, prior to which I worked as a full time journalist in India for more than 15 years where I produced and directed a number of documentaries and corporate films. Well-versed in national standards and best practices in curriculum instruction appropriate for US schools, I am also a K-12 certified teacher for social studies.
A decade of STARTALK Programs (Abstract)
STARTALK is United States funded program that completed 10 years of operation in 2016.  The program aims at imparting quality education for almost a dozen languages of critical importance during the summer vacation, Hindi being one of them. Under this program a total of 3,876 K-16 students were trained for speaking, reading and writing Hindi in the past 10 years. STARTALK operates on two parallel tracks, one for training teachers and the other for teaching students. In my presentation I will demonstrate how STARTALK, as a short-term summer intensive program has transformed the landscape of Hindi teaching in USA.

Prof M P Pandey.JPG

Prof. Seema Khurana

She has been teaching Hindi language and literature at Yale University, USA for the past15 years as a Senior Lecturer. She serves on the South Asian Studies Council and several other committees at Yale University. She is associated with South Asian Language Teachers Association (SALTA), a national organization of teachers of South Asian languages in USA and the World Hindi Foundation as an executive board member. She served on the Task Force Committee to create Standards for Learning Hindi K-16 in the United States. Professor Khurana pioneered an internationally recognized collaborative intercollegiate language discussion forum –‘Yale Hindi Debate’ which is attended by faculties and students from the various universities including Harvard, Princeton, Columbia, the University of Pennsylvania, NYU, Cornell, UCLA, Wesleyan University, the University of Texas at Austin, and Wellesley College participate. She is creating teaching content for Hindi, such as “Partition Narrative Project”—a collection of recorded and edited filmed interviews of Partition survivors; “Hindi in Diaspora”, a collection of written works and audio/video clips-from news broadcasts, interviews, soap operas, readings and Hindi cinema depicting Hindi in Diaspora, as a database to understand issues of assimilation and identity. In 2000, she produced the first Hindi-book-on audiotape in the U.S., Amrita Pritam's "Pinjar." Her short stories and poems are published in various Hindilanguage magazines and anthologies.


Making History Relevant: Linking Language Study with Partition Narratives
As a language professor, I propose that language teachers can serve as a crucial and underutilized link to make a significant historical event in South Asia - Partition, becomes accessible to intermediate and Advance students of Hindi, by using interviews of memories of the Partition in India conducted in Hindi. The students of Hindi program at Yale University participated in a pilot project where they interviewed members of diaspora South Asian community, who are survivors of Partition.

Mr. Gulshan Sooklall

डॉ. विजय कुमार मल्होत्रा

विदेशों में ई-शिक्षण के माध्यम से हिंदी शिक्षण की संभावनाएँ