The Central Institute of Indian Languages (CIIL) celebrates its Golden Jubilee this year after completing 50 years of excellence. The Institute was established on July 17, 1969 by the Government of India in Mysuru to help in evolving and implementing the language policy of the Government and to coordinate the development of Indian Languages by conducting research in the areas of language analysis, language pedagogy, language technology and language use in the society.
It began its journey with several units of research such as Tribal and Border Languages, Sociolinguistics, Phonetics, Psycholinguistics, Material Production and Training. Testing and Evaluation, Educational Technology, Lexicography and Translation, Cartography, Folklore and Computer Applications. In addition to this, seven Regional Language Centres were set up at Mysuru, Patiala, Bhubaneswar, Pune, Lucknow, Solan and Guwahati with a goal of implementing the three-language formula and thereby contribute to national integration. These Centres offer a 10-month Diploma in Language Education in second languages and teach 20 Indian languages to non-native speakers mainly to in-service teachers, prospective teachers, research scholars and general public. CIIL was one of the few institutions that initiated work on natural language processing in the early 1990s. It has interdisciplinary academic collaborations with various institutions at both national and international levels. The Institute is well-recognised by the academic fraternity across the globe for the quality of its wide-ranging linguistic research and language studies.
Over the years, the Institute has not only expanded its activities on language matters but also ventured into new areas. Several projects and schemes were undertaken to carry out research and development, for instance, Scheme for Protection and Preservation of Endangered Languages, National Translation Mission, Linguistic Data Consortium for Indian languages, National Testing Service, Centre of Excellence for Studies of Classical Languages, Bharatavani, North-East Language Development that add to the promotion of Indian languages. The Institute conducts research & organises orientation programmes and imparts training through its comprehensive schemes and projects, in order to develop and use both scheduled and non-scheduled languages of the country in education, administration and mass communication. In these five long decades CIIL has contributed immensely on various aspects of languages and linguistics. It serves as a nucleus to bring together all the research outputs of the various schemes and projects, and continues to serve as a clearing house of information on all language related matters of the nation.
The Institute publishes the instructional materials of the Regional Language Centres and the outcomes of the various projects, schemes, workshops and other research works in the form of books, dictionaries, glossaries, manuals, etc. since the early days. It has been continuing to publish manuscripts not just on and in scheduled languages but also on and in the non-scheduled & minority languages of the country.
To commemorate the Golden Jubilee Celebration, amongst many other things, the Institute brings out the 'Golden Jubilee Publication Series'. I congratulate the authors, editors, compilers and resource persons involved in this task. The present book is one of the volumes of the Series.
The Advanced Course Text Book in Kannada is to be used as class room teaching/learning material for the teacher trainees of the Southern Regional Language Center, CIIL, Mysuru. This text is to be used at the advanced stage of the ten month's Intensive Course in Kannada. It could also be used by any learner of Kannada at a later stage of his/her learning the language.
Learning a language at the advanced stage in a total intensive programme involves sharpening the skills already achieved at the basic stage and also for developing the creativity in the learner. What are the priorities of learning the language at the advanced stage? It is expected that (i) the learner should be made to develop an interest in the literature of the target language, appreciate the literary works of the target language and kindle in him/her an urge to know more about the literary trends in the target language (ii) the learner should be made to utilize the skills already learnt at the lower levels (iii) the focus should be to exploit the thematic content and language of the material available and extend it further. For instance, teaching poetry and story could be utilized for various purposes: (i) it could increase the learner's vocabulary, both current and archaic (ii) create sensitivity to rhyme and rhythm, which would help comprehension (iii) since poetry uses repetition and alliteration, it could be remembered very easily.
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