 Welcome back to the series of lectures on English language and literature. As you are aware, these lectures are being brought to you by NPTEL, the National Program on Technology Enhanced Learning and these are brought to you by the Indian Institutes of Technology and the Indian Institute of Science. Our course is entitled English language and literature and we are in the second lecture of this series. In the first lecture, well, let us do a recap. In the first lecture, we began by talking about the aims and the scope of our course. As declared in the course syllabus in the website, this course seeks to impart in both a compact and comprehensive manner the necessary knowledge in English language and literature that an undergraduate student should possess. The course aims to help students understand English language and literature using a multifaceted methodology that includes the historical, the linguistic, literary and the critical dimensions. We also looked in detail at the course structure and we found that in the first module, we talk about a certain newer issues that have come up. For instance, as in today's lecture, which is devoted to the scope of English studies, then for instance, international English, the globalization of English, the rise of cultural studies and how it has impacted the study of English language and literature, how it sort of was partly responsible in the rise of what today we call English studies. Then, we saw that in the second module, we are going to talk largely about language and particularly the history of the English language and which we divided into old English, middle English, early modern English, modern English and ending with English in India. Then, we saw that in the third module, we would talk about the different, the so called periods or the different ages in English, in the history of English literature. So, the previous module was on the history of English language. The third module, excuse me, would talk about English literature in its different phases or in its different ages or periods. For instance, we talk about the age of Chaucer, Art of Milton, the Augustans, Victorian English and ending again with Indian writing in English. Further, we saw that the next module is devoted, module 4 is devoted exclusively to genres and in which we talk about, you know, certain aspects and certain key important works as far as, for instance, the novel is concerned, as far as poetry, autobiography, etcetera are concerned. Finally, we move on to pretty detailed discussion of another important aspect of the study of English language and literature and of English studies. This is the various critical approaches that are there in the study of literary and language texts and among them, the important one, you know, we have tried to sort of, you know, talk about as many as possible. This, of course, is again, as I said in the last lecture, not an exhaustive list and we talk about Nehistoricism, Marxism, Feminism, Ecocriticism, Postcolonialism, Cognitivism, etcetera. So, we found in the last lecture that our effort has been to talk about the study of English language and literature and what goes on, you know, in the different approaches to the study of English language and literature and we have tried to make it as varied as possible. By no means, of course, is this the course, this is also not really English 101. It is more backed into this and in certain cases, we may, you may have, say, electives, say, only on something like this, say, you know, on English theory, literary theory, sorry, and literary criticism, for instance, you could have a whole course, an elective course on the novel, for instance. So, we, what we have done, Professor Krishna Baurava and I, we have tried to sort of give you as far as possible, an idea at least, so that you are aware of the various ways, of various things that entail in the teaching of English language and literature. Though this lecture, the lecture 2 is devoted to, you know, showing you the aspects of what entails when we mean English studies, even though we did not really adopt that title for various reasons, we kept it partly in a sort of traditional. We move now to the whole topic of English studies and the text here that you may want to look up is, for instance, Smidson and Ruff's edited volume, English studies slash culture studies, institutionalizing descent. Now, this very title of this book will give you an idea of what, how English studies really differs from, you know, English language and literature, because there is this whole question of descent, this whole question of, you know, of, you know, revising the canon, revising what goes into English language and literature. And you see the presence of culture studies. We have a whole lecture in this module, I think it is the last lecture in this module, devoted to rather rise of cultural studies. So, English studies is impacted, so to speak, by the rise of culture studies or cultural studies, with the rise of ideology, with the rise of, you know, this impulse to revise. And this revise, the curriculum revise the syllabus and this is also to do with, obviously, the spread of English language and literature beyond, you know, historically and contemporarily, beyond the boundaries of what is written. Another book, which is, you know, both from the point of view of theory and practice is important here, is Rob Pope's The English Studies book. It is like a handbook of, you know, English studies and the next, I will refer also briefly, of course, to Macaulay's important minute on Indian education, because we also talk about English in India briefly, though there is another lecture on English in India, in the second module. Then Gauri Vishwanathan's Marks of Conquest is something I refer to, but if you wish to have a resource, you know, page on English, the history of English studies, may be, you would do well to go to this website here, mentioned here, by Rita Rayleigh. And in this website, you have a number of links that take you to important texts that will show you both historically and theoretically. Many of the debates are in here in the studying and teaching of English studies, not necessarily English language and literature. So, to set the record straight, what I do here is, you will see, you know, by the end of this lecture, that means, even though this course is not entitled English language and literature, there are, we have tried, except perhaps, you know, the proficiency part of it, the skill part of it, we have tried to, you know, we talk about world Englishes, about world literature, about, you know, as much as far as possible. So, to give this course that we are bringing to you, some sort of, you know, the English studies approach to it also. So, these are some of the texts, as I said, that you may want to look at. Now, so, well, this lecture is on the scope of English studies and again, there are many ways in which you can talk about the scope. And within the constraints of a single 40 minute or 50 minute lecture, I know that it is not possible for me to talk about or to bring to you so many different aspects. But, let me say this. When you talk about the scope of English studies and really the scope is growing, it is becoming quite accommodating and commodious, if you will, the scope of English studies first necessarily needs to refer to the study of English literature. Look at this slide, please. It refers to literatures in English, English linguistics and English sociolinguistics in the sense that even though the, you know, the margins are being stretched, so to speak, even though there are so many other things that are being accommodated within this, you know, we will see a couple of comments that have been made, for instance, by Rob Pope, you know, about this whole plurality of this exercise. Nevertheless, you would, you cannot do without talking about these three core aspects, okay, literature in English, English linguistics and English sociolinguistics, right, fine. So, the other, some of the other areas, at least, that may come into into the rubric of English studies are also in, you know, they include apart from the three main ones. Let us look at this slide, please. Includes the study of the use of English in journalism, okay, the study of philosophy of language in general and as applied to the study of the English language and its variations and developments. It definitely includes the study of literary theory and criticism. Then, the issue of creative writing is again a very important part of English studies, you know, as we go on studying the development, the creative development of the English language, its development, growth and variation, as we see in, you know, in creative writing, okay, as English is being written increasingly by second language because of the, or people who, you know, writers whose native languages or mother tongue has not been English. Similarly, in contemporary times, another emerging area of study in the scope of English studies is the idea of not traditional publishing, but publishing electronically, digital publishing. The question of electronic text, for instance, is also another study of electronic text and all issues relating to publishing, including the political, okay, these form an important part of at least contemporary English studies and film and media and communication. These are also important areas of studying, of, you know, of exploring English studies. So, what are, let us quickly look at it again. What is the scope of English studies? The scope of English studies is first, okay, the literatures in English, English linguistics and English sociolinguistics in no particular order really here and the others as we saw journalism, for instance, media and communication, film, creative writing, literary theory and criticism, study of aesthetics, the study of, you know, the study of various schools and approaches to the literary texts, okay. So, if one is to summarize, this is, these are some of the things that you would talk about, but this again is not the whole story. We need to, you know, recognize so many other aspects of the study of English as English studies and as I had mentioned, which does not really fall in our course, because again, as we said, since we kept it English language and literature, we thought that the study of proficiency, the whole issue of proficiency in English studies and for instance, the use of English for special purposes, right or for instance, the use of English as a second language, right. These are certain issues, these have really become part of a huge area of study, okay, which is the teaching, the English language teaching, English again, as I said, English as a second language, English as a third language, for instance and as far as the proficiency is concerned, NPTEL has provided, there are courses in, for instance, English, in communication skills, the courses on better English, etcetera, that you may take up, right. Now, if you recall, I mentioned that Rob Pope's handbook on English studies is an important text, both from, you know, the theoretically and largely from the practical points of view, there are several texts there that you, that are, you know, are analyzed and it is really a rich book that I may, that I would recommend to you. Now, let us look at what Rob Pope says here, you know, Pope rightly points to what he, you know, calls the capacious subject matter, okay, the capacious subject matter of English studies, that is, English studies can accommodate and continues to accommodate rather than English, you know, the old, the English, the more traditional English language and literature, okay, continues to be capacious, continues to accommodate so many, so many areas, accommodate descent, for instance, okay, and accommodate revision, revisions of new envisioning of syllabi and curriculum. Second, he says that English studies also looks at the pedagogy or, you know, education strategies, the science and art of teaching, you know, English language. It will question, it will critique, okay, it will critique and analyze the pedagogies that have been, that are, that are established in the teaching of English language and literature with a view to, you know, with a view to revising and correcting some of, some of the, what shall we say, not many mistakes, may be, sorry, some of the established tendencies in the pedagogy of English language and literature teaching, right. And third, not the least, of course, he points to the tremendous inter-disciplinarity of English studies and I would hasten to say that this is something that you need to compare. However, compared to English language and literature, we say that this is, English studies is far more interdisciplinary. It is really, you know, talking about everything that is involved when you talk about English, okay, not as a language, just as a language, but, you know, English in, in anything that entails sociolinguistics, for instance, right, what we call high theory for, you know, for instance and down to the skills, you know, down to the questions of proficiency, right. Now, this is again by Rob Pope and I am quoting from his, his handbook. He actually, he plays on, you know, the, he plays on this, he plays on, he says, let us, when we talk about English studies, he says, English is a fundamentally plural and constantly changing series of subjects. So, the plurality and the dynamism of the English part of it, okay. So, English is a fundamentally plural and constantly changing series of subjects. It often turns out to be there. So, the study, it is not in the singular, it is in the plural, okay. So, English studies is studying English in plural ways, okay, studying, taking into account and meeting, you know, squaring up, so to speak, to his dynamism and in realizing this, we talk about English studies. It is in the same spirit that scholars, many scholars have begun to talk about Englishes, okay, where this Englishes becomes a legitimate term. So, you no longer talk about English. So, in the, in seminal spirit, right, we talk about Englishes, as far as languages are concerned, in a more broad sense, in a broader sense, really, English studies is, you know, follows the same spirit of, you know, understanding and appreciating, right, recognizing the plurality inherent in it, okay. Now, if you, you look at the history of the study of English, you will find that it is rather different from the kind, from the, you know, again, the capaciousness of this subject as it exists today, okay. So, if you go back to the England of the 19th century, you will realize that the study of English, when you say, for instance, when you say in India, for instance, say the department of English, okay. So, when you say the department of English, what you expect first is, of course, that the department offers courses in English literature, right, and not necessarily in solely on English, on English language or, you know, or linguistics, right. So, the first expectation is that there will be courses on Shakespeare, there will be courses on Chaucer, on, you know, on American English for instance, on Indian English for instance, right. But if you go back, the interesting, very interesting point is, if you go back to the history, you will find that up to, okay, up to the 19th, I mean, as, as late, relatively speaking here, as late as the 19th century, the study of English in the universities in England entailed not just the study of literature, but entailed studies, this happens more in, you know, in, was in the beginning of the departments, study of oratory, the study of rhetoric, study of grammar, philology and literature. So, there was more, in fact, let me say, in the beginning there was, the owners was more on, on these areas, okay, oratory, rhetoric, grammar and philology than on literature. And later on, you will find some, some very interesting claims being made by critics on how really the study, the of, of literature, okay, the study of the literature of England was not so, you know, what should I say, not so core to the syllabus of syllabi in England than it was, when it was introduced in India, for instance, and more about that, when you talk about the work of Gauri Vishwanathan and the work, you know, for instance, when we look at Macaulay's Minute. So, we find that the history up to the 19th century, the word changes no doubt, but usually or, you know, in the beginning at least rhetoric oratory, a philology were more important, grammar were more important than the study of literature per se. Now, let, let us look at an early essay by J. M. Hart published in P. M. L. A. P. M. L. A is a publication of the Modern Language Association in the U. S. and it is considered one of the core, you know, journals in, in, in English literature. And this essay, 1884 to 1885, is by J. M. Hart and it is in, it is entitled, The College Course in English Literature, how it may be improved. Now, the reason why I am bringing this and this I have found in, in Rayleigh's, if you remember, I mentioned Rita Rayleigh's resource in the net that you can look up, the college course in English literature and how it may be improved. Now, let us read this slowly and see how, you know, from the 19th century, the whole idea of improving, so to speak, the college, college course in, or syllabi in English literature has changed over the years. So, this is J. M. Hart. To my way of thinking, the study of English literature means the study of, look at this, the study of the great movement of English life and feeling. So, of, look at this, the great movement of English life and feeling. This kind of declaration is precisely what is, you know, queried, critiqued and sought to be revised by this domain called English studies. To my way of thinking, Hart says, the study of English literature means the study of the great movement of only one kind, the life of one people, that is the English, English life and feeling as it is reflected in, look at this, the purest prose of, look at the words like great purity, as it is reflected in the purest prose of, again, look at this representative men. Now, these are the words, the greatness of, you know, for instance, these are the ideas that precisely are queried by English studies, the greatness of and purity of one way of life, given by the great movement of English literature. Quote unquote, representative men. So, those men who have led their people's sympathies, the proper object of literary study in one word is to train us to read, to grasp an author's personality in all its bearings. Particularly, this first part of the essay is something that is extremely telling when you look at how English, how the curriculum of the syllabus and the effort to improve the syllabus finds its core claim or core, sorry, to say score argument in these kinds of feelings, sorry, these kinds of claims that it is the study of a particular kind of way of life or people by its representative men and women, not of course, men here, men or its writers in its purest form, rise of, you know, a polemical way of looking at life. The philosophy, if you may say, of polemics, of difference, of celebrating variation that is cultural studies has been also, I would say, very important in the growth and sustenance of what we call English studies. Cultural studies is an area of or is a discipline that celebrates difference that queries, you know, epistemological claims, that queries dominant narratives that seeks to bring marginalized peoples and narratives to the fore. So, obviously, when we query English, you know, when we query English, you know, sorry, the syllabus of English language and literature, cultural studies becomes, you know, a methodological tool that enables you to or that gives you the terminology to query these, you know, essays such as these, for instance, essays like J. M. Hart's college course and how it may be improved. So, the coming of the growth of cultural studies, particularly, I would say from, even though you have writers talking, bringing in that strain of argumentation before the 80s, but I would say, from the 80s, this new polemic has been not just in English studies, this new polemic has been extremely important in bringing in note of dissent and bringing in a note of revising the need for, you know, re-looking or taking, sorry, a new look at all established knowledge domains. So, the rise of cultural studies and I did mention, you know, I think, Smithson and Ruff's book, right, edited volume, English studies slash cultural studies, something that you may look into and some of the essays are what also forms the bulk of this lecture. I mentioned Gauri Vishwanathan whose, you know, mass of conquest based on her doctoral thesis is again another important work that one uses to, you know, to analyze, you know, the English education in colonial India and listen to this carefully, let us read from her text mass of conquest and I shall explain it in a while, the amazingly young history of English literature as a subject of study. It is surprisingly, it is a English, the study of English literature as a subject that is in universities and colleges. This is something that we had mentioned just a while ago and she calls it as amazingly young history, which means that the study of English literature as part of the syllabus, even in Britain, was is relatively, relatively, it has a relatively young history. It is less than 150 years old is this amazing young history is frequently noted, but less appreciated is another aspect of it and what is it? Less appreciated is the irony that English literature appeared and this is what is as said is the stunning claim that English literature appeared as a subject in the curriculum of the colonies long before it was institutionalized in the home country. So, studying, you know, English, English literature as part of the curriculum was something that happened in the colonies and if it, sorry, happened in the colonies, then one has to look for the reasons as to why such a phenomenon would occur at all, why the study of one country's or one nation's literature, its formal study as part of formal education begins elsewhere and not in its own land. So, this is a core issue that is taken up by Vishwanathan. Let me read it again. The amazingly young history of English literature as a subject of study is frequently noted, but less appreciated is the irony that English literature appeared as a subject in the curriculum of the colonies long before it was institutionalized in the home country that is England. Further, she says, when the classical curriculum still range supreme in England, despite the strenuous efforts of some concerned critics to loosen its hold, English as the study of culture and not simply the study of language with this, English as the study of culture, here culture means way of life or ways of life, fine. So, English as a study of culture and not simply a question of philology or of grammar or of rhetoric. English as a study of culture and not simply as a study of the English language had already found a secure place in the British Indian curriculum. So, the change happens not in the home country and it says here that when the classical curriculum still range supreme in England. The change, however, happened in British Indian curriculum. Further, the circumstances of its ascendancy are what this book is immediately concerned with, that is masks of conquest. Its prime concern is on this particular phenomenon that is British Indian curriculum or curricula in India and the very interesting and important say political phenomenon of beginning to teach or include English literary texts in education in India. This book also simultaneously draws attention to the subsequent, look at this word, institutionalization and ideological content of the discipline in England as it developed in the colonial context. To follow, this is what really we call a contrapuntal method, perhaps I can use the word here, looking at it parallelly. The growth of English, the establishment or the introduction and subsequent establishment of English literary studies in colonial India and of course, the changes that took place in the discipline in England, in the home country as it began to develop in the colonial context. So, this is this kind of thing is this kind of analysis is utterly welcomed by English studies. Fine, again going back to English studies slash culture studies by edited by Smithson and Ruff, you find that in you know, they to talk about not just a language, that is English, not just a literary text, but they say that English studies particularly as it is informed by culture studies needs to look at the interrelationship between or among different domains which have perhaps been perhaps hitherto been looked at sort of in an insular sort of way, in a discrete sort of way. So, the coming in of English studies, following the cultural studies you know impact or influence is that we now study the relations among diverse aspects or facets, that is relations between language, the text, cultures, readers and writers. So, this is really a whole circuit in a whole circuit here you find in which all these are related to one another in different ways. So, you do not study the English language without looking at the cultures under which such a language develop or the variations or the changes over the years historical changes develop. You do not look at the text without looking at the positionality and the condition of the reader, the historical, cultural, socioeconomic condition of the reader, do you understand. So, it is safe to say here that hitherto discrete point sense philology, rhetoric, literature, these were more or less taught in a discrete manner in a insular manner. Now, becomes because again remember because of the ideology of cultural studies begins to be looked at in more interdisciplinary and a more related manner, these are all correlated. So, again put they put it so beautiful, they said it is not only about content, the study English studies is not just about content, it is also about contests, it is about contests, it is about dissent, it is about revision, not just that content of a course or syllabus has been established and you do not question it over the years. It is important that changes are brought because primarily because of ideological dissent and the need to revise it, that is say you know dismantling the canon and to make the newer canons. A Smithson and Ruff put it as this, they call it English studies disputes, English studies revises, it transforms what hitherto establish methods, principles, theories and the scope of studying English language and literature. So, look at these words disputing, revising, transforming all these things and methods, principles, theories and scope of what it means to be said and that is why apart from the capaciousness of English studies, we also note its dynamism. So, it is so dynamic that it keeps sort of makes the traditional English language and literature title seem to be really you know devoid of any such exciting sort of changes that have taken place and that are being brought you know brought about by English studies. So, Smithson and Ruff says disputing, revising and transforming these are some of the important activities in English studies. So, therefore, British literature, American literature, world literatures in English, that is a literature that has been written in English by writers in different parts of the world and of course, the whole question of translation from English and from English and to English to the English language, these are then some of the primary concerns of English studies and to this I may add it is related to the whole topic of world literature, the whole idea of comparative literature. The whole idea of comparative literature today sees a huge resurgence, a huge interest and this is also because of the fact that English studies as a domain has been able to incorporate the comparative analysis of literature through particular through translation and the recognition of world literature as something that is worthy of being incorporated into syllabi. Then, another aspect of English studies is its global dissemination, this is something that has been recognized by, there are so many, I mean I have, we have lectures on for instance, global English, lectures on international English in this very module itself, international English, global English, the alchemy of English. You can look up for this whole, the study of global dissemination of English, you can look up the work of Sabraj Kachru for instance, there are several lectures here in this module, but suffice it for us here to say that the means, the aims, the strategies, the politics behind the global dissemination of both English language and literature. For instance, American English and how it has, kind of how different it is or how it is different from sorry, how it is different from the so called standard English, Indian English for instance, then the use of English in global trade situation, in global economic situation, the use of English in global, so called globalized world, these are some of the areas also are that, sorry also that have been taken up in this particular sub branch, if I may use a word of English studies, the study of English I mentioned earlier for special purposes, English as second language, etcetera fine. So, let me next take you to another essay, specifically look at Franklin Court's introduction in the book, institutionalizing English literature, culture and politics of literary studies 1750 to 1900, I mean look at the world, you know these are words that will keep coming up over and over again, the whole issue of how English, the study of English literature is institutionalized, these are not decisions that are devoid of politics, they are not decisions that are devoid of economics, the essay calls it the culture and politics of literary study and let us read from this, the historical development of English literary study in Britain and the United States is different. Now, we talked about you know Trugori Vishwanathan's Marks of Conquest, we talked about in English literature study in institutionalized in India, Court refers to the difference in you could say motivation for instance, as far as English literary study is concerned, the difference between that in England and in America, let us read this, the historical development of English literary study in Britain and the United States is different, the inherently class conscious, look at this, the inherently class conscious and racially ethnic character of British education, produce a discipline far more explicitly concerned with social and ethnographical issues than its American counterpart, look at this very carefully. Court claims that the study of English literature in England, it is impulse so to speak, its motivation if you will rests on the important issue of class consciousness in literature and the racially ethnic character of British education. Therefore, the discipline called English literary study becomes more ethnographically and socially motivated or the approach is more social you know based on issues sociological or social and ethnographic and then he contrasts this with the study of English literature in America and he says let us look for the answer here, he says the wars for legitimating the study in the United States were fought primarily in institutions for higher learning. So, the impulse is on what you know historically on what institutions look for, the changes happen not so much with regard to you know to social for instance issues of social stratification or issues of race for instance in the United States not so much that at least directly as compared to England, but due to some you know due to some institutional needs let us look at this again, the wars for legitimating the study in the United States were fought primarily in institutions for higher learning making the formative years of English literary study here see more of a cultural hybrid look at this, this is class conscious and racially ethnic on the other hand here the at least in the formative years the impulse was towards cultural hybridity fine more of a cultural hybrid a blend of American curricular experimentation look at this word curricular experimentation and contrast it to what happens in England a blend of American curricular experimentation with the distant, but established authority of English intellectual tradition. So, this whole question of revising happens here question of revising even if it is with a view to you know view to the necessity and so to speak of encouraging cultural hybridity of recognizing different you know different ethnic ethnic groups or you know and races and for instance African American writing for instance of Hispanic writing for instance. So, there is this what should I say maybe I can use over this desire for cultural hybridity that at least in the formative years was an important impulse in you know in revising what he calls here the already established authority of the English tradition in this intellectual tradition by contrast let us read the by contrast the rise of English studies in Britain is more clearly implicated in examinations of its political and social history. So, this is an extremely important to me an extremely important inside that is given to us by Franklin court. So, the difference in impulse and motivation in you know in the institutionalization of English literary studies in the home country and you know in the second home country in the United States. So, I am referring again to one such important person and important one such important figure in this whole in you know as I said the hybrid the hybridity impulse the cultural impulse in fact the word culture studies was coined by her and she is Gayatri Chakravarty Spivak or many of you have heard of her and in her book in other words published in 1987 this is what she says I am attempting to suggest our pedagogic responsibility in the situation so the scholars doing those times took it upon us as a responsibility in you know in teaching and devising and revising curricula in forming you know and reformulating the canons for instance. So, she says I am in during that time you know historically if you look at this is what they felt and as been articulated by Spivak I am attempting to suggest our pedagogic responsibility in the situation to ask not merely how English how literary studies more correctly look at this. Now, you understand this Gayatri Chakravarty Spivak as a faculty in an American university definitely referring to the institutionalization of literary study as an as a universal sitarian discipline as something happening in the university and you look at what court says here the was for legitimating the study of English literature in the United States were fought primarily in institutions of higher learning that is the university and here is Spivak saying agreeing that you know she and other such faculty recognized the importance of taking up this pedagogical responsibility and to ask merely to ask not merely how literary studies or the university discipline of English studies can adjust to social demands, but also how we could by change look at this by change this is the revision that happens in the US by changing some of our assumptions contribute towards changing those demands in the long run. So, the university curriculum is seen by Spivak and you know the people revising you know the curriculum there was seen as a very important you know it is not that you wait for social change and that sort of reflects begins to slowly seep into the university, but it is seen as a responsibility which she says here by changing some of our assumptions contribute towards changing those demands in the long run. So, there is a even a proactive I may use the word a proactive role that is sought by it says what court calls the institutions of higher learning in the United States towards social change. Then finally, Macaulay's minute on Indian education and I will briefly touch upon this because this is something that will be you know core to another lecture which is the last lecture in module 2. Module 2 as you know is devoted to the history of the English language and that module ends with a lecture on English in India historically the introduction and the growth development of English both language and literature in India. I will end today's lecture by a brief you know a reference to Macaulay's minute on Indian education and which is symptomatic really of the colonialist enterprise as far as introducing English language and literature was concerned. So, this is Macaulay in his minute we have to educate a people who cannot at present be educated by means of their mother tongue we must teach them some foreign language. The claims of our own language is it is hardly necessary to recapitulate it is talking about the English language it stands a preeminent even among the languages of the west it abounds with works of imagination not inferior to the noblest which Greece has be quitted to us with models of every species of eloquence with historical compositions which considered nearly as narratives have seldom been surpassed and which considered look at this as vehicles of ethical and political instruction have never been equal. So, in the so celebration of the English language you know which the high claims being made by Macaulay even as he is doing that in his minute he also at the end of this passage as seen he talks about you know the fact that even as a political tool or tool for politics and ethics of models the English language according to him is unsurpassed and unequaled and in the lecture on English and India we shall see how this was used or English was English you know and English literature the introduction of English literature in India during the colonial times was a political move and this is also something that is mentioned by Macaulay in his minute I have more slides on the minute which I will not use now and I will save it for that lecture in the second module. And we do not have much time really and I will quickly do a recap by way you know recap of this lecture by raising you know or letting you know of some of the ways in which we have questions about you know questions may be formulated in your exams. For instance we what did we talk about in this lecture it was a scope of English studies and you may get a question like how is there any difference between English studies and English language and literature that is the study of English language and literature and you would say yes many consider English language and literature the study of English language and literature as the title as symptomatic of you know more canonized and traditional way of studying the subject whereas English studies is a far more you know capacious or commodious you know domain which includes chiefly of course the study of English the English study of the English language of English literature but not only as something that emanates from Britain as world literature as world literature is written in English and of translations right it also includes study of English that is used in journalism study of the philosophy of English language as applied to English study of media of film of communication of cultural studies right or could be study of definitely of law of publishing of digital world all these and also not the least important which is the study of ways and strategies of proficiency in the English language and we have seen can you may also point to the study of ESL or English you know as a second language or English for special purposes right comparative studies of first language and second language English as a first language and second language and finally, the global whole question of the global dissemination of English both as a language and literary forms. So, you may say that yes definitely scholars are more and more pressing that English studies in be the title that is that and to replace English language in literature though we still have keep you know title our entire course English language in literature because we are not talking about for instance we do not have modules on the proficiency of you know learning teaching and learning English this is something which is missing from our course syllabus and been taken up by other courses in NPTEL right. It is not that we are not aware of this, but we finally chose to call it English language in literature because see for instance we have modules on the history of English and in the module of the history of English language we are focusing apart from the fact that we have English in India lecture in English in India. We are focusing on say the development of the English language as it happened in England in Britain. We are not looking at that elsewhere and because of that because of this gap or lacuna we have also in you know to make up for it included lectures such as in this module the alchemy of English or international English or the globalization of English. So, this is really our defense of why we in for instance again on the different periods of English literature we refer quite traditionally I may say to the age of Milton or you know the age of Shakespeare and to the Victorians etcetera without talking about you know the development growth development and different periods we may say of English literature in English in other countries. So, we finally, settle for English language and literature and let me again remind you is not because we are not aware of the importance on the pedagogical and ideological importance of English studies. Then you may also get a question like how or which discipline was also responsible for creating this influence on the you know on the ideological point of view and you refer to cultural studies. The polemical strain in cultural studies leads to what you know rough spits and rough hair as called the revising of and then you get another may have another question get another question like for instance what are the things that are according to spits and rough that are disputed revise then it is in time the methods the principles the themes that are there sorry they have been existing as far as English language study of English language and literature are concerned then when you if you ask a question on give for instance you know what is the irony of English literature historical irony of English literature you know as a university discipline. You say that the irony is according to scholars like Gauri Vishwanathan that English as a department you know or a department really or say a discipline belonging to formal education taught formally as part of you know of education did not happen in the home country. The study of English literature was almost peripheral in the English departments up to the 19th century and we have enough proof of this here in our lecture up to the 19th century because the more important things were study of philology the study of the study of grammar the study of rhetoric and oratory was only in the colonies and in India we see English literature being used as a political tool which we found in sorry we will find in McCauley's minute. So here we come to the end of a lecture on the scope of English studies and you may wait for other lectures that are there which will throw more light on the scope sorry I have only outlined the scope here. So let us end this lecture here with the promise that more of this for instance specially if you are interested in English in India we taken up in module number 2. Thank you so much.