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Journal Littéraire de l’Impish Lass A Biannual Peer Reviewed, Multidisciplinary Journal Address: The Impish Lass Publishing House Kandivali East Mumbai, Maharashtra. Website: www.theimpishlass.com



Aims and Scope The Journal Littéraire de l’Impish Lass aims to disseminate knowledge on diverse domains in a single binding. The journal sections encompass core issues such as language and cognition; medicine, biological, scientific and experimental findings; global affairs relating to political, economic and trade relations; and a exclusive literary space. The journal focuses on an educated readership that is interested in gaining a fundamental understanding of diverse specialities. The journal therefore invites scientists, doctors, professors, scholars, data users, planners, linguists and literati to contribute to the specific segments keeping in mind both simplicity and lucidity of the language so that the subject is comprehensible to a rather assorted milieu. i



Instructions for Submission The Journal Littéraire de l’Impish Lass invites biologists, doctors, scientists, linguists, scholars and littérateurs to submit their unpublished research or review articles pertaining to the segments of their expertise: Linguistics and Applied Linguistics, Global Affairs, Biology and Medicine; and literary work (based on the specific theme announced for the Literati segment of the issue of the journal). Guidelines for Submission: The entire article must be 2000 - 2500 words submitted in MS - Word file format, A4 size, Times New Roman script, font size 12, 1.5 line spacing, justified text alignment. The opening page must sequentially contain these details, separated by a line: i. Concise title of the article in BOLD ii. Author’s name (up to two authors, with corresponding author's name underlined) iii. Institutional affiliation/Occupation of author/s iv. Postal and Email address of the corresponding author The next page must have an abstract and keywords The body of the article must begin on a separate page, with a concise abstract not exceeding 100 words, followed by key words (maximum six words). The other organized segments must also include: Introduction, Conclusions, and References at the end. Reference to others' work must be clearly indicated in the text, and up to 10 key references may be provided. Technical jargon abbreviations should be minimized; the expanded form of abbreviations, if any, must be given where they first appear. One or two vital figures/ illustrations may be accepted. iii

The papers will be reviewed by the editorial board or invited experts in the respective domains from research or educational institutions. Besides the article, the author must also submit his/her brief bio-sketch written in the third person (up to 10 lines, touching upon academic qualifications, recognitions and present position or occupation) in MS- Word format, and a high-resolution photograph in JPG format. The submission should mention the segment and mail to: [email protected] iv

The Editorial team

Editorial team CEO, The Impish Lass Publishing House Meena Mishra Email: [email protected] Editor-in-Chief Segment: LINGUISTICS Dr. Bishakha Das Email: [email protected] Moblie: +91 9910872102 vi

Associate Editor Segment: APPLIED LINGUISTICS Ms. Anita Mishra Email: [email protected] Associate Editor Segment: INTERNATIONAL AFFAIRS Mr. Manzar Imam Email: [email protected] vii

Associate Editor Segment: BIOLOGY AND MEDICINE Dr. Aparna Bagwe Email: [email protected] Associate Editor Segment: BIOLOGY AND MEDICINE Ms. Lubna Ahmed Email: [email protected] viii

Associate Editor Segment: LITERATI SEGMENT Dr. Nikhat Bano Email: [email protected] ix

Profile of Dr. Bishakha Das Segment: Linguistics Dr. Bishakha Das, hails from Assam and presently resides in Delhi. She is an Independent Researcher, a Field Linguist who specializes in the documentation of Endangered and Lesser-known languages. She did an MPhil (Linguistics) from Delhi University and PhD (Linguistics) from Jawaharlal Nehru University. Her major research is a descriptive grammar of Tai Khamti, a lesser-known language of Arunachal Pradesh, which belongs to the Tai Kadai language family. She has worked on several other lesser-known languages of Arunachal Pradesh like the languages of the Tirap district (Nocte, Wancho. Khappa, Ollo, Tutsa), Namsai and Changlang district (Singpho), West Kameng district (Sherdukpen), Nyishi (Papumpara and East Kameng district) etc. As a social initiative being a Linguist, she made Corona Information flyers in 9 lesser‑known languages of Arunachal Pradesh to bring awareness among the people: Mey (Sherdukpen), Tai Khamti, Wancho, Khappa, Tutsa, Kaman Mishmi, Tawra Mishmi, Lisu and Singpho. She has presented her research papers in various national and international seminars and conferences and has many published papers to her credit. She has certifications in Chinese language (from Delhi University) and French language (from Alliance Française de Delhi). x

Profile of Anita Mishra Segment: Applied Linguistics Ms. Anita Mishra is the Academic Director of Rishikul group of educational institutions. Prior to this, she was the Head of a Delhi Government School. Throughout her career, she has been a writer, a teacher trainer and an educationist. Alumni of Central Institute of English and Foreign Languages, Hyderabad (now called EFLU), she is also a Fulbright scholar and a recipient of the Delhi State Teachers’ Award. Under the South Asia Teacher Training Project sponsored by the Fulbright Commission and GWU, Washington, DC, she has trained teachers and educationists in India and Pakistan in English Language Teaching and Conflict Resolution. She has written a number of research papers for journals and for international conferences. Some of her works include ‘Variable Countability’, ‘A System of Self-reliance’,‘What about Poetry Quiz?’ ‘Empowering the Disempowered’, ‘Happiness in my Classroom: Roadmap to a World lass School’ and ‘Chakriya Vikas Pranali’ - A Chapter for Diploma course in Joint Forest Management, Indira Gandhi Open University. Originally from Bihar and brought up in Assam, she is currently residing in Noida. xi

Profile of Manzar Imam Segment: International Affairs Manzar Imam is a Ph.D. Scholar at MMAJ Academy of International Studies, Jamia Millia Islamia, New Delhi. He has an MPhil in International Studies and an MA in Conflict Analysis and Peace Building and has done a research-oriented programme “Contending Modernities” of the University of Notre Dame, Indiana, USA. He holds Diplomas in French and Modern Arabic. He is an English and Urdu bilingual writer and regularly contributes to important newspapers, magazines, journals, news and views websites and online portals in India and abroad. He has written over 50 articles and workshop, talk, seminar and conference reports on issues of religion, peace, conflict, gender, politics, geopolitics, geo-strategy and, on India’s bilateral relations with countries of South Asia. xii

Profile of Dr. Aparna Bagwe Segment: Biology and Medicine Dr. Aparna Bagwe did her graduation in Microbiology, postgraduation in Zoology-Genetics, and doctorate in Applied Biology. She was awarded a research studentship for postgraduate research and a Biotechnology Overseas Associateship (Long-Term) from the Department of Biotechnology, Government of India, for post-doctoral research at the University of Western Australia in Perth. She has served on the scientific cadre of the Tata Memorial Centre’s Cancer Research Institute since 1984; her research interests encompassed Epidemiology, Disease Association, Population Genetics, Population Biomonitoring, Mutagenesis, Carcinogenesis, and Molecular Carcinogenesis. Her scientific publications have appeared in several peer reviewed national/ international journals and monographs/ books. She is a life member of Indian Association for Cancer Research, Action Council against Tobacco (India), ACTREC Alumni Association, Indian Women Scientists’ Association, etc. In 2005, Dr. Bagwe shifted direction to head the Science Communication and Professional Education (SCOPE) Cell of the Tata Memorial Centre’s Advanced Centre for Treatment, Research and Education in Cancer (ACTREC) in Navi Mumbai. She brought out the Centre’s annual reports, scientific/ state of the art reports, conference abstract books and proceedings in journals. She also coordinated the Centre’s Ph.D. (Life Sciences) program, training programs, and staff refresher courses. In March 2014, she was felicitated by the ‘Samartha Bharat Vyaspeeth’ for her scientific contributions to society. She superannuated as a senior scientific officer on 31st October 2018. xiii

Profile of Lubna Ahmed Segment: Biology and Medicine Lubna is a certified Master NLP (Neurological Linguistic Programming) Practitioner. She is NLP Workshop Facilitator, Soft Skills trainer and Certified Advanced Life Coach. A first class Science graduate in Zoology Honours from AMU. She has written academic papers online on Science, Sociology, Anthropology, Psychology and Medicine for USA & UK based academic websites since 2007- 2020. Aging, Art History, Biology, Child abuse, Youth issues, Communication studies, Education, Gender & Sexuality, Nursing & Healthcare, Psychoanalysis, Psychology, Women's Studies and Zoology. Some topics as mentioned here: *Damage on heart valves caused by bacteria *The causes and biological basis of muscle strain and repair, a discussion on the resultant changes in muscle structure *Comparing efficiency of stem cell treatment in muscular dystrophy and diabetes *Essay on Nursing *Gerontology and Geriatric Nursing Practice *Critically evaluation on current research issues in psycho-traumatically and cognitive therapy interventions for trauma clients *MAGE GENE *Chlamydia among teens and Youth *Watson's Theory of Human Caring *Determination of the effectiveness of Biocidal Hand Products using European Standard Methods BSEN 1500 *Efficacy and safety of anti-platelet and anti-coagulation therapies in heart failure e.g. trials comparing Warfarin, Aspirin, and Clopidogrel. xiv

Profile of Dr. Nikhat Bano Segment Expert: Literati Segment Dr. Nikhat Bano is an ESP (English for Specific Purposes) instructor for the past many years. She is an author, poet, reviewer and editor. The themes on which she loves to write are; love, romance, spiritualism, life and death. She has been awarded the International Community of Poets ‘ICOP AWARDS 2017’ in the categories ICOP Poet of the Year, ICOP Poem of the Year and ICOP Critic of the Year and the award of ‘Highly Commendable Poet of the Year 2018’. She has also won an international diploma, ‘TEMIRQAZYQ-THE BEST WRITER OF THE WORLD, 2017’ in an international literary contest and later bagged ‘Pride of the Globe Award’ by World Nations Writers’ Union, Kazakhstan 2017, again for the year 2018, she was honoured for her poetic work. She was felicitated by the ‘Literati Council, India’ at Mathura, India, in 2017-18. She is the proud recipient of ‘DOUBLE CROSS GOLD MEDAL’ 2018 and 2019, conferred by the ‘World Union of Poets’, Italy and an elected senator by the ‘World Union of Poets’ through popular voting. She has authored two poetry books ‘Sonorous Words (2017)’ and Poised Commotions (2018)’. She has also edited an international anthology ‘Symphony of Souls’ in 2017. Presently, she is translating her first poetry book ‘Sonorous Words (2017)’ in Urdu and Hindi. xv

THE EDITORIAL

EDITORIAL As a member of the Editorial Board, I am immensely happy to launch the Online Biannual Journal, “Journal Littéraire de l’Impish Lass”, an academic publication of The Impish Lass Publishing House (ILPH). This is an open access and peer-reviewed journal crafted for the purpose of dissemination of knowledge on diverse academic disciplines, written in a language that is self-evident and self-explanatory. The current issue of the Journal encompasses the following segments: 1. Linguistics and Applied Linguistics The grammar of a language not only manifests both a man and his habitat, but also reflects the cognition of human mind and their culture. Each language exhibits some interesting grammatical phenomena and imposes restrictions against some other features. The first chapter of this segment dwells on “Structural peculiarities of Languages”. Dr. Bishakha Das explores some structural peculiarities of the languages of Arunachal Pradesh from Tibeto-Burman and Tai language families and discusses its characteristic features. The second Chapter in this segment, “Stylistics in my Classroom” attempts to establish Stylistics as a powerful discipline in the ESL/ EFL classroom to foster the skills of understanding, interpreting and analyzing a text belonging to any style or genre. Through a close analysis of a poem, the writer, Ms. Anita Mishra has shown the practical ways in which linguistic analysis and literary appreciation can be combined, and illuminated, through the study of literary style. The article is an essential reading for teachers of undergraduate and graduate students and for those who are new to this fascinating area of language study. In the third Chapter “Linguistic Analysis of Hindi - A Study of Learners of Hindi as a Foreign Language”, the writer, Dr. Ruchi Sehgal examines the learning outcomes of foreign language learners of Hindi and identifies reasons for problems faced by learners at the phonological, morphological, syntactic, semantic and lexical levels. xvii

The last Chapter, “The Invisible Classroom” is a thought provoking, philosophical piece wherein the writer suggests that all classrooms have invisible neurobiological, emotional, and social facets and the challenge to educators is to recognize these aspects. The writer, Dr. Judith Findlay, calls upon her experiences in Ethiopia and South Asia to share insights and anecdotes gained from her years as a teacher, teacher educator, and agent of change. - Dr. Bishakha Das and Ms. Anita Mishra 2. Global Peace and Conflict A lot is happening around us and across the world that concerns us either as individuals or as members of the international society. Keeping an eye on everything is neither possible nor does everything affects us directly. However, there are issues that have local, national, regional as well as global implications. Conflicts between states in any part of the world, especially in regions that are geographically connected to big power blocs or global stake holders do affect us. South Asia, Central Asia and Eurasia are regions where conflict has spillover effects across the globe not only in terms of geopolitics but also in terms of bilateral economic, trade and foreign relations. The section “Global Peace and Conflict” in this inaugural issue of the ILPH journal contains well-written papers that deal with three crucial issues of global significance. “Pakistan as a factor in India’s outreach in Afghanistan: A critical analysis of India-Pakistan bilateral relations” by Manzar Imam offers a brilliant analysis of India-Pakistan relations besides suggesting a pragmatic solution to the perennial conflict as to how the two neighbours can cooperate with one another in Afghanistan. Miugaliu Gonmei’s “Nagorno- Karabakh Conflict: A Challenge to Regional Peace and Security” is a timely written seminal paper that sums up the historical background of the decades-old conflict between Azerbaijan and Armenia. At the root of tension between major world powers lies the increasing need for oil, gas and other natural resources. Yaduraj Singh Foujdar’s paper “India’s Energy Security: Transnational Gas Pipeline – A Case Study of MEIDP” takes us closer to the crux of this global issue and proposes how India needs to act as a xviii

responsible actor of South Asia in this complex web of competing national interests. We hope that all these papers give our readers new insights and a fulfilling experience. - Manzar Imam 3. Biology and Medicine In the Biology and Medicine segment of the inaugural issue of the Journal Litteraire de l’Impish Lass, we place before you three articles in the area of carcinogenesis and chemoprevention that would interest many of you. Dr. Aparna Bagwe’s review article on “Carcinogenesis - 1. From Normal to Cancerous” is the first of a two-part series that will take the readers through the fundamental aspects of how cancer develops. Using a deliberately simplified style of presentation, the author walks us through various normal processes taking place in the cells of our body, and highlights how cancer develops as an outcome of processes that can and do go wrong inside the living cell. Ms. Lubna Ahmed has written a review article on “Chemoprevention of Cancer”, wherein she delineates various strategies that employ different types of agents that can inhibit, delay or reverse the carcinogenic process. These chemopreventive agents include moieties obtained from our food, interventions using drugs or hormones, and preventative vaccination. Some of these agents are in use today in the clinic while many are undergoing rigorous testing prior to their application in humans. Dr. Sanjay Gupta and his senior research scholar have submitted a research article on “Epigenetics in Radiation Biology: potential targets for a better clinical outcome”. The study of ‘heritable changes without direct DNA involvement’ is a very interesting, still nascent field of study. Epigenetic changes play a vital role in the expression and silencing of genes, not just during development but also during carcinogenesis. This study attempts to understand the epigenetic basis to radioresistance. - Dr. Aparna Bagwe and Ms. Lubna Ahmed xix

4. Literati Segment Literati Segment caters the needs of those restless souls who crave for wisdom along with worldly knowledge. Now, it’s an open secret that a man’s constituents aren’t only flesh and blood but a thinking mind as well. In the inaugural issue of the Online Bi- Annual Journal, “Journal Littéraire de l’Impish Lass”, the readers will find a collection of poems under the heading ‘Spillway of Souls’, where the poets have inked their feelings about “winter season” and the low moods associated with it. Nature has created everything in pairs, whether it is related to life or lifeless. This very existence in pairs completes the purpose of creation – Negativity co-exists with positivity and vice-versa. With life exists death, with joy exists sorrow, likewise winter exists with spring, and the list is endless. ‘Winter’ the word itself sends chills into one’s entity and makes one long for warmth not only at the physical level but at meta-physical level too. The above can be also be rephrased as – ‘Winter is a frozen call, in need of warm love’. Poetry covers all feelings on earth. Deep seated emotions need spillways to come out using a few words but loaded with tons of rhythmic oscillations. At a time, when less is more, the role of poetry has become even so important than ever before. The time which we are living in, has erased the difference between distance and proximity, pain and pleasure, inward feelings and outward actions. In such a situation, some stirring couplets and soulful stanzas work wonders for a catharsis and much-needed respite for desperate hearts out there. Often in a literary context this season is synonymous with desperation and distance, where one needs comfort in the form of fire and a lover. The need for love is even stronger during the shorter days and longer nights of winter season. The theme selected for this segment is an announcement of the arrival of winter season, where the purpose is to elicit the innermost feelings of the poets in the form of lyrics. The contributing poets have done a great job through writing heart-touching poems. - Dr. Nikhat Bano xx

In its inaugural issue, the Journal has also incorporated a special segment entitled ‘Literature in context’ for the purpose of bringing in two extremely topical issues for discussion by distinguished guest writers - ‘Quantum Mechanics and Vedanta Philosophy’ by Dr. Biwadeep Choudhury and ‘The Theory of Existentialism in the times of Corona’ by Neeti Chawla Parti. This Journal is meant for a wide readership from diverse areas for cognizing interesting academic studies, keeping in view both purity and academic concerns. The Journal embodies the focused work of the segment experts and editors, as well as contributions from distinguished professors, educators and scholars. I am certain that this inaugural issue will be followed by others, as we introduce new domains and topical issues in a stepwise manner. I acknowledge the full support received from the CEO, ILPH, the segment experts and editors, the contributing writers, the journal designer, and all the individuals who have been involved in the making of this Journal. My special salutation to the readership of this journal – I hope that our alliance with you, the readers, would go a long way towards fulfilling your thirst for knowledge as we continue to maintain the high academic standards of this Journal. Editor-in-Chief Dr. Bishakha Das xxi



JOURNAL Volume # 1- (January-June 2021) ISSUE # 1 Linguistics And Applied Linguistics Issues Of Peace And Conflict In South Asia Biology & Medicine Literati Segment Literature in Context - QUANTUM MECHANICS AND VEDANTA PHILOSOPHY EXISTENTIALISM AND THE CORONAVIRUS

LINGUISTICS AND APPLIED LINGUISTICS

STRUCTURAL PECULIARITIES OF LANGUAGES Dr. Bishakha Das, Ph.D (JNU, New Delhi) Independent Researcher [email protected] Keywords: Auxiliary verbs, Posture verbs, Topographical Deixis, Reduplication, Onomatopoeic, Gender words Abstract The grammar of a language manifests both a man and his habitat. In addition, the craftsmanship of a language reflects the cognition of human mind and their culture. Each language exhibits some interesting grammatical phenomena and impose restrictions against some other features. Generally, sister languages show similar morpho-syntactic patterns. The present paper explores some structural peculiarities of the languages of Arunachal Pradesh from Tibeto-Burman (Shertukpen/Mey, Nyishi, Nocte, Tutsa, Khappa, Wancho) and Tai language families (Tai Khamti). And dwells with illustrations on Gender and number, Auxiliary verbs, topographical deixis, directional complements and Reduplication. 1. Introduction Languages exhibit varied structural constructs alongside, showing resemblances in specific features. Each language shows some unique grammatical features which stimulate a Linguist to perceive varied exhaustive dimensions of languages. This makes one to conjecture, not only the human capacity of imagination and power of cognition, but also its complex bonding with habitat. The ontogenesis 1 of language may be believed as an outstanding component of human evolution. Our brain developed in the milieu of the intricate relationship that continues to exist between self and environment – interpenetrating both natural and social environment. This is referred to by Halliday (Systemic Functional Linguistics) as the Metafunctional foundation of Grammar 2 or architecture of language. The lexis of a language paints the culture, the heritage of the communities and the biota of the region where 1 Christian M.I.M Mattheissen (a leading scholar in Systemic Functional Linguistics) 2 Halliday, M.A.K 1

the people inhabit. Languages vary in their structural properties showing interesting correlation with topographical gradients, onomatopoetic expressions, postures, temporality, spatiality, concepts of existence and possession, etc. Grammar is generally relevant for the exposition of Word Classes - both content and function words and clause structures – both simple and complex. This adds to the relationship of grammar and lexicon – where certain grammatical particles are affixed to form a clause or a sentence structure in accordance to the speaker’s motive of expressing an idea. However, the grammatical regularities are detained, and its restrictions are enforced in each language. 2. Structural peculiarities The present study explores some peculiar morpho-syntactic features of a few languages from Indo-Aryan, Tibeto-Burman and Tai-Kadai family 2.1 Gender and Number Plural number in a language, generally is marked by an inflectional ending like –s/-z/-әz/-iz in English (as in book-/s/, dog-/z/, bus-/әz/ ) or, –e/ yã in Hindi (as in lәrke ‘boys’, lәrkiyã ‘girls’). Interestingly, plurality in certain languages cannot be regarded as an inflectional suffix; it is variously glossed as ‘third person pronoun singular and plural’, ‘other people’, ‘all’ (in Thai, Tai languages), ‘some’ (Mey language), etc. Examples Tai Khamti In Tai Khamti, khǝu1 is 3rd person plural pronoun and also a plural word for both pronouns and nouns. khǝu1/mǝn5 –khǝu1/ üŋ1-khǝu1 ‘they’ nǝi3khǝu1‘these’ nǝn3khǝu1‘those lǝ2kha1-khǝu1(boy-3PL) ‘boys’ Mey 2

In Mey language, a quantifier word blung is used as a plural word in pronouns, as for instance, na-blung (2SG-some) ‘you Plural’ wa‑blung (3SG-some) ‘they’. Hence, blung is used as a quantifier word enacting as a modifier of noun. Jiring blung ai/an gu yam go raan-ro-ba People some INDEF 1SG house PP come ‘Some people have come to my house.’ Instead of saying - Jiring khu gu yam go ram-bo People five 1SG house PP come ‘Five people have come to my house.’ Gender specification of an Isolating language i.e Tai Khamti with regards to kinship and terms of relationship, agentive and occupational nouns are performed by content nouns like man, father, mother, sister, etc. In this language, nouns are grammaticalised for Gender words unlike any inflected endings /–a/ for male (as in ladka ‘boy’) and /-i/ for female (as in ladki ‘girl’). The following are a few examples of Tai Khamti terms of relationship naŋ5- cɔe3 (younger sister.female person - address word for woman in respect) ‘madam’ (Address term); yah2- thǝo4 (grandmother.female – old) ‘old woman’ me1/2 - khɯŋ1 (mother.wife.female – thing) ‘married woman’ po1-khoi1-cao4 (father.male– male related by affinity- honorific) ‘father’s/mother’s younger sister’s husband’ me1-naŋ5 (mother – younger sister) ‘father’s younger brother’s wife’ 3

2.2 Auxiliary Verbs The Be verbs, Verbs of existence and possession are derived from posture verbs toŋ/tuŋ/duŋ ‘sit’/’live’ (Nocte, Ollo, Khappa, Tutsa and Singpho) and verb nyi/daŋ ‘live/stay’(Khappa), je ‘exist’, ŋa ‘live’(Singpho). The content verbs (i.e. sit, stand, live, or ‘exist’) in one language/variety may be used as a grammatical word (auxiliary verb) in another sister language. On the other hand, it is also possible that a language may use a word both as a main verb and as a function/grammatical word i.e auxiliary verb The verb toŋ ‘sit’ in Nocte has retained its content meaning: 1. te ŋa ta/ ke ko toŋ ta 3SG 1SG near PP sit PAST‑3SG ‘He sat beside me’. But in sentences (2) & (3) the verb toŋ ‘sit’ in Nocte is also used as an auxiliary verb both as verb of ‘existence’ and ‘possession’: 2. africa wun nəŋ sah toŋ-a tigers sit.exist-AGR africa forest LOC ‘There are tigers in the forests of Africa’. 3. ŋa cha wanthe toŋ-a ISG offspring one sit.exist-AGR ‘I have one son’. Khappa, (a variety of Nocte) also shows similar features where the verb nyi ‘live/stay’ functions both as a main verb in (4) and as a grammatical word (Be verb with reference to present and past temporality and verb of existence and possession with reference to Past in (5), (6), (7). 4. nəŋ merage nyi/dәŋ? you where stay/live ‘Where do you live in?’ 4

5. ŋa orante nyi ISG teacher BE ‘I am a teacher.’ 6. kim kam kamtaŋ ko ipo-roh nyi‑ŋa 1SG house back-side PP flower‑garden exist-PAST ‘There was a garden behind my house.’ 7. ŋa no phajoŋ kenyi nyi-ŋa/ jәŋ-ŋa ISG brother elder two POSS-PAST ‘I had two brothers.’ 2.3 Deixis and Directional complements Some linguistic communities who inhabit in the trans-Himalayan ranges, show morphological structures where the gradients uphill /downhill/ same level are featured in the ‘go’ verb which may be termed as ‘topographical deixis 3 ’. Such languages use three independent words for ‘go’, as for instance, In Nyishi, ang ‘go’, cha ‘go-uphill’, i ‘go-downhill’; In Wancho, gaih ‘go’, jong ‘go-uphill’, ju ‘go-downhill’ . Or, a language might have bound forms for ‘go-uphill/down-hill’, as for instance, in Nocte, nəng ‘towards’ is prefixed to deixtic morpheme nəng-kat ‘go-down-hill’ and nəng-wəng‘go-uphill’ . Examples Nocte dukan nəng-wəng ming shop nga nenap towards-ascending FUT 1SG tomorrow ‘I will go to the shop tomorrow.’ 3 ‘Topographical deixis’ refers to a variety of spatial‐environmental deixis in which typically a distal reference to entities is made in terms of a set of topographically‐anchored referential planes: most often, upward, downward , or on the same level . Thus defined, topographical deixis is a pervasive feature of Trans‐Himalayan (= Sino‐Tibetan) languages. (Post, 2019) 5

nga nenap dukan nəng –kat ming 1SG tomorrow shop towards-descending FUT ‘I will go to the shop tomorrow.’ Nyishi iskul ang do school go HAB PRES ngo 1SG ngo iskul cha do 1SG school go-ascend HAB PRES ngo iskul i do 1SG school go-descend HAB PRES ‘I go to school.’ In some languages, the motion verbs ‘go’ and ‘come’ functions as directional complements. These verbs additionally measure the spatiality with respect to the action taken place as projected towards the deictic central reference point or away from the same. Thus, in Tai-Khamti, ka1 ‘go’ and ma5 ‘come’ performs the function of a head (motion) verb as well as a modifier of its preceding verb where it acts as a directional complement. ka1’ ‘go’ describes an action moving away from the source towards a goal. The source could be a speaker himself or the place (→). Secondly, ka1‘go’is used when I person speaks something to II person about III person which again suggests that the action which is narrated to the III person has taken place away from the speaker. ma5‘come’denotes the place of destination towards the speaker (←). This is evident from the examples below, where ‘come’ and ‘go’ are used as modifiers to the preceding verb compound pon4hәü4 ‘fed’: 6

Tai-Khamti Direction: (←) towards the speaker me1 kǝu2 pon4 hәü4 ma5 mother ISG feed give come.PAST ‘My mother fed me.’ Direction: (→) away from the speaker me1 kǝu2 pon4 hәü4 ka1 mother ISG feed give go.PAST ‘My mother fed others.’ 2.4 Reduplication Reduplication is regarded as an essential grammatical criterion of Tibeto-Burman, Austro-Asiatic, Indo-Aryan, Dravidian and Tai languages of India. Tai-Khamti, according to the native speakers, is a ‘singsong’ language. Reduplication plays an essential part in the word-formation process.“Words formed either by duplicating syllables, or by duplicating a single word (phonological word), partially or completely are known as cases of reduplication” (Abbi 2001: 162). Reduplication may be understood semantically on the basis of Emphasis, Accentuation/ Attentuation, Distributiveness and Exclusiveness. Adverbs [+distributive, emphasis] Mey thi man ghanta ancha lukhung-lukhung go chu-mo DEM medicine hour every repeated PP eat-IMP ‘Take this medicine every hour.’ 7

Tai-Khamti kǝu2 kep2-kep2 ka1 –Nam3sǝi5 1SG Often go –Namsai ‘I go to Namsai every often’. Tutsa maba-maba ka-wang ha/wang-ha la sometimes come heh nga nok ni 3SG 1SG house PP ‘He sometimes visits my house.’ Adjectives [+attenuation] Tai-Khamti sɯ4 kǝu2-nǝe3 lüŋ1 lüŋ1-ka1 shirt ISG –DEF yellow -yellow-go.PAST ‘My shirt has become yellowish’. Quantifiers [emphasis] Hindi uska tin-tin ghar he 3SGPOSS three-three house BE ‘He has three houses.’ Tutsa nok ah ejom-jom hani/dok house BE three three exist heh 3SG ‘He has three three houses.’ Question words [+iterative] Reduplication in ‘question words’ is common in Indian languages. However, some languages might also have an alternative form of expression as, for instance, in Bangla we can use both kara and a reduplicative form ke-ke for such an expression 8

Tutsa o – o wangtaha minnyaah? who come here yesterday Q ‘Who all came here yesterday?’ Mey thogo nyi-nyi ram-bang here who come-PAST diyau yesterday ‘Who all came here yesterday?’ Bangla ekhane ke-ke /kara eshechilo? here who-who come-PAST goto-kal yesterday ‘Who all came here yesterday?’ Khappa Yang ah det bet–bet Sky BE gain fall-fall ‘It is raining again and again.’ The reduplicated iterated syllables are generally onomatopoeic in nature (Abbi 2001: 163). A bulk of colour terms employs reduplication to denote the semantic functions of darkness/ lightness/ intensity. Adjectives denoting physical properties like ‘tall’, ‘short’, ‘beautiful’, etc also use reduplication to denote intensity. Khamti colour terms show the semantic property of accentuation or intensity. neŋ2-ha2-ha2‘dark red’ nak2 -kɯt2-kɯt2‘dark black’ syen4 –sok2-sok2 ‘very beautiful’ yǝm5sɔk2sɔk2 ‘wet completely’ 9

3. Summary Each language shows some unique morpho-syntactic patterns. However, the sister languages exhibit similar traits. Language can be categorized on the basis of the property of word formation. Some languages like Mandarin or Tai Khamti are mono-morphemic where each morpheme is a content word and a free word form. Other languages differ in varying degrees in the affixation processes or bound forms. While in certain languages morphological affixations are identified, e.g. In Turkish, el‑ler-imiz‑in (hand-pl-1pl-genitive case) ‘of our hands’, in other languages affixations are opaque, e.g. In Spanish, abl-o (?- 1sgPres) ‘I am speaking’. A field Linguist traces the peculiarities of each language, and records both recurrent features and the imposition of constraints. Notes Tai Khamti people are mainly settled in Namsai district, and few in Changlang district of Arunachal Pradesh. Tai Khamti is a tonal language like Chinese with three level tones and two contours. The words in Tai Khamti are all marked with tone marks in superscript. Tone 1 High tone-symbol: Normal high pitch Tone 2 Low tone-symbol: Somewhat lower pitch than high tone. Tone 3 Grave tone-symbol: Drawn guttural base Tone 4 Rising tone-symbol: Rising pitch from guttural base Tone 5 Falling tone-symbol: Abruptly descending pitch Nyishi is the largest ethnic population of Arunachal Pradesh, and spread over Kra Daadi, Kurung Kumey, East Kameng, Papum Pare, parts of Lower Subansiri, Upper Subansiri, Kamle, Pakke -Kessang. Nocte resides in Tirap district of Arunachal Pradesh. Wancho resides in Longdin and Tirap district of Arunachal Pradesh. Tutsa resides in Changlang and Tirap districts of Arunachal Pradesh. Khappa resides in Tirap district of Arunachal Pradesh. 10

Abbreviation AGR Agreement BE Be Verb (is, was, etc) DEF Definitive DEM Demonstrative pronoun FUT Future HAB Habitual LOC Locative PL Plural PP Postposition PRES Present tense SG Singular Q Question word References Das, Bishakha. 2019. Some Grammatical phenomena of five languages of Tirap district of Arunachal Pradesh. Indian Linguistics, Journal of the Linguistic Society of India. Volume 80. pp. 99-119. Das, Bishakha. A Descriptive Grammar of Tai-Khamti. Unpublished Ph.D dissertation. Centre for Linguistics. School of Languages, Literature and Culture studies. Jawaharlal Nehru University. New Delhi. 2014. Halliday, M.A.K. 2013. Halliday in the 21st Century (ed. J. J. Webster) Vol. 11. London: Bloomsbury. Post, Mark W. 2019.Topographical Deixis in Trans‐Himalayan (Sino‑Tibetan) Languages. https://doi.org/10.1111/1467‑968X.12155 ***** 11

STYLISTICS IN MY CLASSROOM Ms. Anita Mishra, Alumni, EFLU Hyderabad; Fulbright Scholar [email protected] Abstract The principal aim of the Paper is to demonstrate the ability of Stylistics to provide ESL/EFL Learners – whose intuitions do not respond readily – with access to procedures which they can follow in the classroom for a fuller understanding of a literary text. The Paper will demonstrate to the learners the Stylistic way of getting into a text. The learners can see how the tools and techniques of Stylistics can serve as a very effective means of an initial understanding of a text. This Paper will use the Poem, `This Is Just To Say’ written by American modernist poet William Carlos Williams as a sample to analyze, evaluate and illustrate the view that Stylistics is conducive to improving students’ abilities of reading, understanding and appreciating a text; that, it is both necessary and practical to apply Stylistics in the English classroom. 1. WHAT IS STYLISTICS? Stylistics is an attempt to look at style in literature from a linguistic orientation. It is a means of relating two disciplines - literary criticism and linguistics. In Stylistics and the Teaching of Literature, H. G. Widdowson says, that most stylistic analyses have several points of contact with literary criticism. The literary critic looks upon metaphor as an aesthetic phenomenon, whereas for the linguist, it is an example of violation of ‘selectional restrictions’. The Stylistician connects these two approaches and tries to account reader reaction in terms of foregrounding and linguistic deviation. Stylistics “aims at providing a methodology of analysis - a clear technique of description which, ideally, will allow any person to cope with any text they want to study, a procedure that can ensure 12

that no items of stylistic significance is overlooked. It replaces a sporadic approach to literary appreciation with a systematic one and seeks to avoid over-reliance on intuitive ability in stylistic analysis” (Xu, 2004, P.42). Stylistic Analysis involves analysis, interpretation and evaluation. By analyzing, interpreting and evaluating the linguistic features of a text, learners can understand the text and appreciate its aesthetic effects. The easiest way to introduce the stylistic approach to the study of a literary text in the ESL/EFL classroom is through the notion of foregrounding. Foregrounding is that psychological effect that is felt by the reader when he/she encounters deviation in a text. Deviation occurs when the text breaks the normal linguistic rules, norms or expectations. Foregrounding is also achieved through parallelism and repetition. As in deviation, rules are broken by the use of repetition and parallelism, such that they become prominent. It is this prominence that is perceived by the reader when he/she reads a text. The foregrounded features of a text are identified and examined; then integrated in order to obtain an interpretation of the meaning and effect of the text. Stylistics is systematic, objective and practical, whereas most literary criticism is based on intuition. While analyzing a text stylistically, the learners are involved in an exploration process and make discoveries for themselves. The translation and lecture method of teaching a text has crippled the second/foreign language learning as the learners remain permanently in awe of literature and get bogged down in ready made critical judgments. Unfortunately Stylistics has not been effectively used in the classroom to help learners discover on their own not just what a text means, but also how it comes to mean what it does. 2. AIMS AND OBJECTIVES The principal aim of the Paper is to demonstrate the ability of Stylistics to provide Second Language Learners – whose intuitions do not respond readily – with access to procedures which they can follow in the classroom for a fuller understanding of a literary text. The Paper will display the Stylistic way of getting into a text. The learners can see how the tools and techniques of Stylistics can serve as a very effective means of an initial understanding of a text. 13

This Paper will use the Poem, `This Is Just to Say’ written by American modernist poet William Carlos Williams, as a sample to analyze, evaluate and thereby illustrate the view that Stylistics is conducive to improving students’ abilities of reading, understanding and appreciating a text; that it is both necessary and practical to apply Stylistics in the English classroom. 3. THE TEXT This Is Just To Say William Carlos Williams ________________________________________ I have eaten the plums that were in the icebox and which you were probably saving for breakfast Forgive me they were delicious so sweet and so cold 4. SUGGESTED PROCEDURE How do we set about discovering patterns of language which are present in a poem? The technique is to pick on all its noticeable linguistic features under various headings such as its title, orthographic deviation/deviation in punctuation, lexis, poetic devices, grammar and syntax, rhythm, cohesion and structure. These features are noticeable because • they recur with unexpected frequency. 14

• they deviate from what might be considered grammatically or lexically appropriate. In order that learners are able to identify the noticeable features of William Carlos Williams’ Poem, `This Is Just to Say’, certain Stylistic tools in the form of activities and questions need to be devised by the teachers to alert learners to the foregrounded and deviant features of the Poem. The questions should be developed, such that in an attempt to answer the questions, the learners arrive at a valuable interpretation of the Poem. How constructively this could be done in the ESL/ EFL classroom is shown below. 5. STYLISTIC ANALYSIS OF `THIS IS JUST TO SAY’ (BY WILLIAM CARLOS WILLIAMS) The Title While attempting a Stylistic Analysis of any poem, the title deserves ample consideration as it is a very crucial point of reference. In case of `This Is Just to Say’, the questions that may be developed are thus. Is the title commonplace, mundane or casual? Does it convey a finality of the tone or manner? What realms of experiences does the title suggest? If we look at the title, we do realize that it is indeed a casual statement. In fact, the title implies direct defiance and irreverence. There is a finality of tone and manner, as if this person, ‘I’ does not care much for the response. The title can also be taken as the first line of the Poem. The entire Poem can be summarized in one sentence: This is just to say that I’ve eaten the plums that you had saved for breakfast and that I am sorry about it, but I couldn’t help eating them because they were so cold and so delicious. Orthographic Deviation & Deviation in Punctuation It is perhaps the easiest to perceive. Both spelling and punctuation should be considered. Any deviant spelling and punctuation acquires significance in the context of the entire Poem. For example, in `This Is Just to Say’ why is there an absence of punctuation marks? Why is capitalization restricted to `I’ and `Forgive’? Is foregrounding achieved by the absence of punctuation marks and other capitalizations or by line arrangement? 15

The Poet has tried to achieve deliberate ambiguity out of the Poem’s deviant punctuation and its line arrangement. The short lines and lack of punctuation marks suggest that the speaker is yet to finish his thought. Secondly, by capitalizing only `I’ and `Forgive’, the Poet wants the two words to stand in stark opposition to the rest of the words. Or, the Poet is trying to suggest that the egoist `I’ assumes a superior identity in the relationship between `I’ and `you’. The brevity, the informality of the writing, a complete absence of punctuation, and a partial absence of capitalized words suggest that the Poem is some kind of a note meant for ‘you’. Lexis Under this heading, tools of lexical analysis should be put to use. For example, how far is the vocabulary, formal/informal, complex/ simple? Does the Poem contain unusual words, e.g. technical, archaic or dialect words? Does the Poet deviate from ordinary language with regard to word formation? How far does the Poet use lexical/ semantic deviance? What exactly is the effect of lexical repetition? To start with, questions could be developed thus: what are the words associated with `plum’ (delicious, eaten, sweet, breakfast)? What are the words associated with coldness (icebox, cold)? What implications will these two lexical groups have in the overall understanding of the Poem? Within a few lines of this Poem, Williams has managed to create a setting by two words: ‘plums’ and ‘ice box’. Even though the word ‘plums’ is used only once in the Poem, every line refers to them. The plums weren’t supposed to be eaten until breakfast “and which you were probably saving for breakfast”. Obviously, the Poem is about ‘I’ and ‘you’ and the kind of contemporary, urban relationship they share – formal, cold and shallow. The plums symbolize the premature death of a relationship. But the relationship cannot be cold and sweet at the same time (‘so sweet/and so cold’). So what do we make of this contradiction? Is the relationship at two levels – physical and emotional? Is ‘I’ really sorry, apologetic, triumphant or smug, when he/she says - Forgive me/they were delicious. The word ‘Forgive’ constructs a story in itself. It has been casually uttered, and reflects the audacity of ‘I’. The Poem doesn’t really focus on the speaker’s 16

apology, but rather on the satisfaction the speaker derives from eating the plums. Poetic Devices In the analysis of poetic devices, the following questions are to be considered. What poetic devices are predominantly used in the Poem and how do they fit into its thematic relevance? What similes occur and how do they fit with the metaphors? Are there any symbols or symbolic use of language? Are there special regularities and irregularities that the poet has exploited in the Poem for their communicative value? Even though `This Is Just to Say’ is a short Poem, it has made good use of symbolism and imagery. For example, what does the ‘plum’ signify? Is ‘plum’ simply a delicious fruit taken out of the icebox and eaten cold? Or, does it signify physical gratification, which, though momentarily sweet, is cold and devoid of any emotional bond? The plum is a metaphor - sweet, delicious, fresh - for sexual activity? For love? Or, for something else? Grammar & Syntax Though poetry and grammar seem to be poles apart, it is by grammatical choice that many of the special meanings of poetry are achieved. Many relevant aspects of grammar should be considered, such as, determiners, pro-forms, tenses, aspect and voice. The sentence is another area in which poets deviate from the normal language. The sentence structure should be examined to see how they are constructed. How complete/incomplete are the sentences? How complex they are? Does complexity vary notably from one sentence to another? Are there marked uses of coordination/ subordination, of linked/unlinked coordination? Does syntactic deviation consist in the inversion of normal word order? Has the poet employed the tools of foregrounding such as repetition, parallelism, coupling etc.? What is the relevance of all this? In the context of the Poem, the following questions could be considered. What does the poet achieve by employing parallelism (‘so sweet/and so cold’)? Is it for thematic significance? Here, the 17

Poet highlights the difference between ‘sweet’ and ‘cold’. But is the Poet also asserting that there is no difference between ‘sweet’ and ‘cold’? The word ‘cold’ acquires a contextual significance over and above that which it has in the grammatical code by its association with ‘sweet’ appearing as it does, in an identical syntactic environment. ‘So sweet/and so cold’ are syntactically equivalent. The effect is to bring ‘sweet’ and ‘cold’ into a semantic association. Why is it done? Is it to show that the relationship between ‘I’ and ‘you’ is both sweet and cold depicting the dilemma and transience of intense human relationships of prevailing times? Rhythm Under this heading the usual features of poetry are examined and commented upon such as, the rhythmic patterns of a poem, its metrical and sound patterns and any variations that may exist in the poem. The issues raised will be the following: How does a particular use of metrical and sound patterns influence the theme of a poem? Are the stanzas alike? Do they have the physical shape? What are the effects of the variations that emerge? How does this kind of analysis help in the interpretation of a poem? The stanzas of ‘This is Just to Say’ exhibit no regularity of stress or of syllable count. Except for lines 2 and 5 (each an iamb) and lines 8 and 9 (each an amphibrach), no two lines have the same metrical form. On the page, the three little stanzas look alike and have the same physical shape. The typography provides directions to the readers who read the lines silently. Williams chose to write `This Is Just to Say’ without a specific rhyme scheme or metrical pattern. It is composed as free verse. However, the line breaks are systematically scattered throughout the Poem and all the words are arranged for the greatest impact. Cohesion The questions here are, what use is made of various kinds of connection (by conjunctions and/or by sentence adverbials) and of various kinds of cross-reference (by pronouns, substitute forms, ellipsis, `expressive repetition’ and `elegant variation’). Cohesion in ‘This is Just to Say’ has been brought about by the use of anaphora, cataphora and coordinator. But cohesion has also 18

been achieved by the exclusion of punctuation marks. The lines conclude only when the breath has run out, to begin again with the next breath, in order to sum up the inter-relatedness of all things. Structure Finally, the overall structure of the Poem should be examined. The crucial questions are: How many stanzas are there in the Poem? Is there any symmetry in the stanzas? Is there anything extraordinary about the structure? There are just three stanzas in ‘This is Just To Say’. The Poem is simple in its overall movement. The lines are short and tense signifying the shortness of the relationship which is edgy, tense and uneasy. Why is the Poem cast in the form of a note? Why do the protagonists need notes to communicate? What kind of relationship they share (‘so sweet/and so cold’)? How do these aspects contribute to the interpretation of the Poem? The Poem is cast in the form of a note as it depicts a relationship that is basically trapped in today’s busy and fast urban life, where the protagonists have no time for each other and, therefore, need notes to communicate. The Poem tries to capture an instant of time in the life of two people, but that instant of time constructs the whole picture of their lives. 6. COMMENTS The Poem, ‘This is Just to Say’ is symbolic of the inescapable human condition where relationships turn sour to an extent that two people need a note to communicate to each other. It is remarkable how William Carlos Williams has transformed simple and ordinary urban life experiences to comment on the fragility and the dilemma of human entrapments. The entire Poem is a metaphor- the triumph of the physical over the emotional. 7. CONCLUSION It can, thus, be seen that the Stylistic way of analyzing a text encourages learners’ emotional and intellectual involvement in the understanding and appreciation of the text. Stylistic Analysis has the ability to build up practical skills in investigating a poem 19

that learners do not entirely know of. In any ESL/EFL class, more often the explanation of a poem is based on the teacher’s own knowledge and experience. This is where the problem begins. The text is ignored and the teacher’s own opinion becomes the one and only interpretation. Stylistic proves to the learners how rewarding an experience the analysis of a poem or prose could be and how much more pleasant it is to learn a second/foreign language through a close reading of its literature. References 1. Enkvist, N.E., Spencer, John and Gregory, M.J. (1965). Linguistics and Style. London: Oxford University Press. 2. Durant, Alan and Fabb, Nigel. (1990). Literary Studies in action. London: Routledge. 3. Hough, Graham. (1969). Style and Stylistics. London: Routledge. 4. Leech, Geoffrey N. and Short, Michael H. (1981). Style in fiction: A linguistic introduction to English fictional prose. London: Longman. 5. Leech, Geoffrey N. (1969). A linguistic guide to English poetry. Harlow: Longmans. 6. Leech, Graham, Deuchar, Margaret and Hoogenraad, Robert. (1982). English Grammar for Today A new introduction. London: Macmillan. 7. Pope, Rob. (1995). Textual Intervention: Critical and creative strategies for literary studies. London: Routledge. 8. Quirk, Randolph, Greenbaum, Sidney, Leech, Geoffrey and Svartvik, Jan. (1972). A Grammar of Contemporary English. London: Longman. 9. Sanger, Keith. (1998). The language of fiction. London: Routledge. 10. Simpson, Paul. (1997). Language through literature: An introduction. London: Routledge. 20

11. Toolan, Michael, J. (1998). Narrative: A critical linguistic introduction. London: Routledge. 12. Toolan, Michael, J. (1998). Language in Literature: An Introduction to Stylistics. Oxford: Edward Arnold. 13. Widdowson, Henry G. (1976). Stylistics and the Teaching of Literature. London: Longman. 14. Xu Youzhi. (2005). English Stylistics. Beijing: Higher Education Press. ***** 21

THE INVISIBLE CLASSROOM JUDITH M FINDLAY Abstract Historically the role of Education has been multidimensional. On the one hand, education makes it possible to experience ultimate freedoms—to question, to create, to ponder, and to choose. At the same time, however, education requires we recognize the constraints imposed by the need to know and the need to explain. It is this juxtaposition of “what is” with “what is possible” that defines the dynamic nature of education and encourages exploration of seemingly contradictory roles. The challenge to educators is to recognize that many problems of society co-exist in classrooms. To meet these challenges requires a deep rethinking of the roles of faculty and students, and a new vision of the relationship between community and school. Dr. Judith Findlay is retired from the George Washington University Graduate School of Education and Human Development, and is President and CEO of One Sky International, a consultancy of International Literacy and Learning Specialists, She will call upon her experience in Ethiopia and South Asia, to share insights and anecdotes gained from her years as a teacher, teacher educator, and agent of change. 22

The Invisible Classroom Judith M Findlay, EdD Historically the role of Education has been multidimensional. On the one hand, education makes it possible to experience ultimate freedoms—to question, to create, to ponder, and to choose. At the same time, however, education requires we recognize the constraints imposed by the need to know and the need to explain. It is this juxtaposition of “what is” with “what is possible” that defines the dynamic nature of education and encourages exploration of seemingly contradictory roles. and students, and a new vision of the relationship between community and school. During my early years as a teacher, I had a traditional classroom. I entered in the morning—spent the day with students, and when school closed, I closed the room and walked away. Evenings, however, I worried why my students could read the words in their assignments but could not read the Big Ideas expressed by those words. I knew that to teach Dickens and Shakespeare to 9th grade students, I must guide them to make connections between ideas and their lives. So, we became the characters—we were the authors—we shared their lives. Together we created the invisible classroom—this way, we could give meaning to the history, the themes, the social and cultural issues—all that was required by the Commonwealth of Virginia— but more. I was a first-year teacher with little traditional training, So, I used what I knew. It was not until later that I began to understand. The walls of the classroom are more than a physical structure—they are too often a barrier to learning—they keep students in isolation from the very things they should learn: the power of inquiry—the chance to make mistakes—then joy of imagination, the capacity to risk creating something new, and the confidence to ponder on questions of their own design, Not your questions, but the problems they encounter and seek to answer. Today, teachers with all levels of experience have access to the most current research into the adolescent brain. I now know why my 23

students reacted so positively to our “Invisible Classroom”. In her recent book, “Brain Matters: Translating Research Into Classroom Practice, 2nd Ed” – Patricia Wolfe remarks that “Teachers often assume their adolescent students have fully mature brains. This seems reasonable since the brain reaches full size by puberty.” However, scientists have discovered that very complex changes take place during adolescence, and the brain becomes mature at 20-25 years of age. Researchers have found that the portion of the brain that controls “Emotion” matures faster than the “Logic” Center. The adolescent brain is often not ready for reasoned thinking and performance. The world has been my classroom. Guiding and mentoring students, teachers and communities in the Middle East. Africa, South Asia, and the USA. I have traveled with students, shared meals in desert tents, worked-along-side to rehabilitate deteriorating schools, and held classes in the middle of the night on the other side of the world. “ Why? Because I believe in the power of the adolescent learner--the power of emotion—and the power of education. I have seen teenagers use Emotion to change lives and also to change their world. I know from experience that education has an amazing impact upon communities—on health, women and girls, out-of- school children, and the young men who stand on street corners— waiting for life to happen. Too many left behind. Why? The youngest—the poorest---he most disabled seem often invisible to adults. The children who work in our homes—sweep the gutters—bring tea when you shop—beg at your car window— Why are they ignored? Why are there so few seats for the marginalized in our classrooms? Is it because we are too busy—too important— or do we just not know how to address the problems? The future requires that we work from the ground up to create Invisible Classrooms: Connecting schools and communities, sharing the knowledge of our discipline by providing sustained 24