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. 

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.
Abstract:
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  
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.

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.

Abstract:
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.
Abstract:
'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.
Abstract:
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.

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
PRESENTATION DOCUMENT PDF

Mr. Gulshan Sooklall

डॉ. विजय कुमार मल्होत्रा

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