Inclusive education is a fairly new paradigm but has now been accepted as the fundamental pedagogical tool in the education of the disabled persons. By inclusion we mean making all the students coming from the minority groups, especially the disabled, share their classroom space with those coming from the mainstream, presumably the non disabled students. Locating

disability not in damaged bodies, but in oppressive social environment, inclusion becomes a social corrective to the discriminatory class structures

and the cruel and superstitious approaches of social exclusion. Therefore the disabled students

should not be sent to special schools to be taught by specially trained teachers in a space that keeps them on the periphery of the mainstream unless the extent of disability warrants specialized care.

Inclusion is thus the fundamental principal and the universally accepted pedagogy of disability studies today. It also means:

•       that persons with disability have to be a part of the main stream processes  and are not to be treated as special or different

•       that disability  is a deficiency or a problem to

be accepted  and to be adjusted with and to

cnishas@rediffmail.com

Chandra Nisha Singh is Associate Professor of English

at Lakshmibai College, University of Delhi.

© FORTELL                                                                                                                                                                                                                                         23

Point of View

find ways to work around it.

•       that every one in some way or the other is disabled temporarily or permanently, physically or mentally, attitudinally or practically.

•       that in our social set up we are all adjusting with each other’s disabilities or deficiencies.

•       It also means that the change of the social

mindset is now imperative.

Society which has survived so far with its norms of what is right and acceptable, the universal model and the ablest culture and which invests

in and accepts only the perfect will have to restructure its thinking. It should not marginalize and reject all that that does not match with the perfect primarily because perfection is a myth. However, changing a mindset that believes

and endorses the ablest culture is an extremely difficult task. The process of change is very slow because of the religious and cultural sanctity assigned to the deeply embedded, dogmatic positions and the vested socio political interests that obstruct any change. Main streaming, normalization or inclusion evolve from long struggles for equal rights and demand immense psychological reorientation before they get accepted and implemented.

Having accepted that, we have now to look at the new human dimensions of the classroom, which has small percentages of the disabled students

from different categories. The new equations strike very different interpersonal relationships between the teacher and the students and between the disabled and the non disabled students in terms

of sensitivity, physical requirements, principles, teaching strategies and curriculum.

The fundamental negotiation for any teacher in an inclusive class has to be with the teaching strategies that he or she has learnt in a teacher’s training programme. Teachers in general who haven’t opted for courses for special educators in their training programmes, have both to unlearn and relearn their strategies as they have been nurtured on the cultures of differentiation and ableism.

One of the primary strategies employed in

the classroom is the heavy dependence on the text, the written word, and the print form of knowledge. Most teaching in the classroom revolves around the text whether it is language

or literature as the text ensures content which the teacher may have otherwise to cull out of his own

mental store house. Unlike the old days when knowledge was rendered through speech and the primary methods of communication were through shruti and smriti, knowledge today is stored, seen and read.  In fact the text has further moved away from the written word to the computer word, from print on paper to print on the screen and is much more maneuverable than the printed word.

Inclusive classroom strategies demand a shift to the use of speech and audio forms along with writing and the use of the black board. The teaching methods will have to be multi pronged, repetitive and innovative in which multiple programmes will have to be used to meet the urgencies of different disabilities.

Apart from the OH students whose disability is by and large overcome as soon as he or she is physically accommodated in an appropriate space in the class, others like the hearing impaired, visually impaired, persons with low vision

and the mentally challenged students would demand different kinds of attention and tools of teaching. The teacher has to use both the audio and the video tools to reach out to them. There is a need for new techniques for transaction in classroom in place of traditional concepts of reading and writing, exams, time frames. The comfortable cocoon of the text may be replaced by drawing, dance, talking, sketching, sensory

learning and other multiple literacies; by working together, discussions and other awareness raising programmes.

The curriculum for the teachers’ training programmes has to be revised to include special educational strategies to meet the new challenges of an inclusive classroom. As a core philosophy of disability studies, inclusion has to percolate through all levels of education. The curriculum must accommodate narratives about disability, inter dependence and equal rights. It is important to select a text that appropriately focuses on the issues of disability. The issue of disability has to be introduced as imperative to think about.

The spacio temporal structure of the class gets richer with the deployment of multiple tools. The pattern of normalization is not in the inclusion

of the disabled students in a non disabled class but vice versa because the benefits of this new method of learning and the new pattern of the class put the non disabled to as much advantage as the disabled one in an inclusive class room. The reciprocity of this new interaction has to be the new paradigm of education.

24                                                                                              FORTELL January, 2012     Issue no. 23

Book Review

A Practical Course for Developing

Writing Skills in English

amrit.l.khanna@

gmail.com

A.L.Khanna, Retired as Associate Professor from Rajdhani College, University of Delhi.  He is an ELT Consultant and Textbook writer.

Writing skills is very crucial for better grades and greater academic achievement. Most potential employers care a great deal about writing skills. Academicians and business people

view writing skills as very significant yet increasing numbers of these professionals note a steady erosion

in the writing abilities among those who pass out both at the school and university levels. Many surveys have revealed that many persons who pass out of the education pipeline are unable to write even a simple letter. In view

of this sad state of affairs the value of developing writing skills is increasingly felt more these days and there are all

by J.K.Gangal. PHI Learning Private Limited, New Delhi,

2011, Pages 360, Rs. 250

A.L.Khanna

producing a coherent and cohesive composition. Section 2 consisting of

8 chapters focuses on some aspects of functional grammar. Section 3 deals with the most common errors students make in their writings; it also suggests how these errors can be corrected

or minimized with the knowledge of the rules of grammar taught in the preceding section. Section 4 has very useful chapters devoted to enriching students’ vocabulary which is viewed as a back bone of writing skills. Section 5 talks about various types of

composition: guided to free composition. Mechanics of writing are dealt with in Section 6.Section 7 is a very useful. It

sorts of books in the market that address this need of the students who are either likely to pursue higher education or are getting ready for a career. Gangal’s book is one such attempt to improve the writing skills in English at all levels, bur more specifically for college level students and those who are preparing for competitive examinations.

The book has 45 chapters divided into 8 sections. Section 1 describes the process of writing. It details with examples the steps involved in

Shakespeare:

is devoted to all kinds of writing tasks for which students are expected to be prepared for success in any examination. The last section (i.e. section 8) suggests steps for creative writing; in addition it details the steps that are necessary to write a term paper. an article, or a dissertation more effectively.

The book is a very good handbook for those who wish to have a bird’s eye view of what can be included in writing skills in English and also for those who are brushing up their writing skills.

The Indian Icon A Collection of Indian

Responses: social-cultural-academic

S.Viswanathan

renowned Shakespeare scholar, retired as Professor, Department of English, University

of Hyderabad. He has been Visiting Fellow at University of Kent, U.K. and Queen’s University Belfast, Ireland.

I am glad and proud to possess Vikram Chopra’s

magnum opus Shakespeare: The Indian Icon.  The Icon is truly iconic of the great and long standing interest our country has had in Shakespeare and

Dr. Chopra’s personal love and devotion for

Shakespeare. It is very handsomely produced,

and Chopra has provided a helpful ‘Introduction’

to the large number of essays by scholars

and memorable utterances of great persons of

India about Shakespeare. This is the only place

many plates in colour and

photographs, generously included and reproduced with care.

The book, besides bringing a fairly comprehensive picture of the amount of work

done here on Shakespeare, shows its range and variety,

and inevitably variations in

By Vikram Chopra

The Readers Paradise, New Delhi, 2011

ISBN No.

81-920751-2-9, pp. 836, Rs. 1995

where all this material, some of it not readily

accessible, can be easily consulted. There is

so much by way of representing Indian critical opinion, performances of plays and adaptations in the several Indian theatres and other matters. As a bonus we have the visual delight of so

outlook, cast of mind and also overall quality. It

is many voices and it cannot but be. The book has covered a very wide ground indeed.

Yet there is some room for work in certain areas. For example, the teaching of Shakespeare at school, college and the University from the

26                                                                                              FORTELL January, 2012     Issue no. 23

Book Review

beginnings, the large number of editions of the plays produced in India, some truly scholarly and many by way of notes and guides. The teaching, teaching methods and classroom experiences of dealing with Shakespearean plays is also worth looking at.

Another area is the Indian cinema in its several languages. Shakespeare has directly and indirectly

influenced Indian films and is an area worth enquiring into. And of course there is the question of impact on the writers and their writings in

India in its literatures. The book touches upon some of these, I hasten to add.

But what Vikram Chopra has provided is - plenty; we are thankful for it and welcome it. Congratulations!

Business Communication:

Techniques and Methods

In today’s globalized age where opportunities for international business have become increasingly fertile, there has been a simultaneously growing emphasis on honing communicative skills of business students and professionals to enable them to effectively interact with their peers across the world. The markets are flooded with a variety of textbooks

on Business Communication and Juneja and Mujumdar’s book is one such effort that introduces basic communication techniques to readers and subsequently attempts to nurture interpersonal skills in learners.

Comprising ten chapters, the book covers a lot of ground between

By Om P Juneja and Aarati Mujumdar

Orient Blackswan Private Limited: Hyderabad, 2010

ISBN:

Ruchi Kaushik

methods of communication by which an individual showcases his/her brilliance and creates an impression on others

such as through presentations, interviews and CV’s are discussed at length by the writers in chapters 6, 8 and 10.

The book is lucid and the authors have systematically covered diverse topics of communication in separate chapters. Explained simply and backed by real-life examples, the book contains interesting activities at the end of each chapter to help students assess their understanding of the text at different stages of reading. Far from loading the

book with technical jargon in the field of communication study, the writers have incorporated theories of communication

ruchikaushik01@

gmail.com

Ruchi Kaushik is Associate Professor of English at Shri Ram College of Commerce, University of Delhi.

the cover pages. The introductory

978 81 250 4036 1, and cited useful quotes from works of

chapter defines the meaning and process of communication; highlights important barriers that obstruct smooth communication and suggests ways

PP 164, Rs. 90

communication experts in a manner where the reader can reflect on them and apply them to practical workplace situations.

of overcoming them. The next chapter focuses on communication in the context of trade and commerce. Thus the authors provide models for corporate communication; describe external and internal communications; explain patterns of communication within an organization and discuss strategies of managing grapevine effectively. Chapters three to ten deal with different aspects and techniques of communication. For instance,

the emphasis of chapters 4, 5 and 9 is on non- verbal communication, effective listening and group discussions respectively. The benefits of information technology in making communication simple, fast and economical are dealt with

by the authors in chapter 3 titled ‘E-mail

Communication’ and in chapter seven called

‘Audio-visual Aids’. Some extremely important

However, since the social exchange nowadays has transcended local boundaries and become international with more and more people of different linguistic and cultural backgrounds interacting with one another, the book could have focussed a little more on the significance of inter- cultural business communication and analyzed how cultural variables affect business practices. Also, the issue of gender could have been given some space in the book to sensitise students to issues like stereotyping and biased behaviours

at workplace resulting in strained relationships and poor communication. Undoubtedly, this book makes the reader think: not only of the issues discussed in it but also those that have been implicit but perhaps need more space and time to be deliberated upon.

© FORTELL                                                                                                                                                                                                                                         27

Book Review

The Inheritance of Loss

Anavisha Banerjee

anavisha.banerjee@

gmail.com

Anavisha Banerjee is Assistant Professor of English at

Bharati College, University of Delhi

Kiran Desai’s stylistic feat makes The Inheritance of Loss a great ‘inheritance’ to the genre of Modern Indian English writing because of its richness in characterization and multicultural ethos. The book arouses interest in its readers not only because it is a Man Booker Prize (2006)

winner but also of its genre of diasporic literature.

It can be compared with Jhumpa Lahiri’s The Namesake (2003), both exploring cross cultural references to North Bengal and America. Lahiri masterfully explores the complexities of the migrant experience and the conflict of tradition and modernity between the generations of a

against the limited scope of

Lahiri’s novel.

Desai’s novel also has a unique dimension towards love as seen in Gyan and Sai relationship which parallels the history of the state. The tumultuous love between the Nepali tutor and his student juxtaposes with the tumult of the Gorkha insurgency of the

1980s.

by Kiran Desai, Penguin Books India, 2007

ISBN

9780143102786, Rs. 395

single family. On the other hand, Desai’s novel builds a rich tapestry of characters from different backgrounds that are exiles at home as well as abroad. We see it in the case of Judge Jemibhai Patel, a Parsi who decides to settle in Darjeeling because of his sense of exile from his community and even abroad. On the other hand, the Swiss Priest, Father Potty feels more rooted in India as compared to his native land. Biju goes abroad

as a cook to fulfill his ‘American Dream’ but ultimately returns to India because of exploitation. Moreover, the author also focuses on the inter- state migration as in the case of the anglophile Bengali sisters Lola and Noni. However, the peaceful multiculturalism in North Bengal is threatened by the uprising of the ethnic population of the Gorkhas. These issues broaden the scope

of Desai’s notion of insider/outsider dichotomy as

Moreover, the use of pidgin English by Desai impresses me since it adds a dose of humour to the exiled status of the immigrants. We clearly see it in Biju’s mode of expression ‘Is this the Amriken embassy?’ and in his letters ‘Respected Pitaji, no need to worry. Angrezi khana only…’ This reflects his struggle between the concepts

of home and exile and he notices a similar situation in the status of his migrant co-workers too. This makes him conclude that ‘every nationality confirmed its stereotype’ especially

in its resistance to cultural assimilation.  These aspects reflect the author’s keen eye for detail in analyzing the diversity of immigrant experiences and make the novel reading a pleasurable experience, engaging the attention of the readers at an intellectual and emotional level.

Who’s who in FORTELL

Patron:                 Prof. R.K. Agnihotri

Advisors:              Prof  R.W. Desai

Prof Rajiva Verma

Executive Committee

President:            Dr. A.L. Khanna

Vice President:    Dr. Vijay K. Sharma Secretary:          Ms. Rachna Sethi Joint Secretaries: Dr. Kusum Sharma

Dr. Kirti Kapur

Mr. J.K. Gangal

Mr. B.L.Singhal

Treasurer:            Dr. Tara Chadha

Members:            Dr. S.C. Sood

Mr. Barun Kr. Mishra

Dr. Prem Kumari

Srivastava

Dr. Tasneem Shahnaz Dr. Shefali Rathore Ms. Nidhi Sharma

Dr. D.K. Pabby

Website:              Ms. Gitanjali Chawla

28                                                                                              FORTELL January, 2012     Issue no. 23

•   Educational books

•   Trade & lifestyle

•   Magazines

•   Catalogue, flyers & leaflets

•   ELT books,

•   Brochures

•   Posters and other publicity materials

•   Cover & Jacket designs

•   Logo & Corporate Branding

•   Journals & support literature

About MEDIA AXIS

Media Axis is a graphic design studio in New delhi, India offering design services worldwide. Our clients come to us for effective, eye- catching, and consumer-appropriate design solutions at affordable prices. We are highly creative, efficient, and always dot on time.

We work right from the manuscript stage in its raw form. Our designers are some of the best in their fields. As a team, we work skillfully and methodically, producing books of the highest quality-at a moderated low cost.

We design and prints books for its clients— individuals,   associations,  government agencies, publishers, and others.            We work right from the manuscript stage in its raw form.

Energy Conversion Kit

This economical seven-piece kit lets you demonstrate the conversion between different forms of energy.

It includes four devices for generating electrical energy from mechanical motion (hand generator), chemical energy (batteries), light

(solar cell) and wind (windmill) and three devices for using electrical energy to generate light (LED) motion (motor) and sound (buzzer). A set of cables is included for connecting the devices to each other in various combinations.

The kit includes a manual.

Wave Motion Demonstrator

This outstandingly versatile transverse wave machine consists of a series of pendulums independently suspended on a common base and coupled together by long, light springs. It has two modules with 21

pendulums each, a damping unit with a paddle and water bath, and a motor-powered eccentric driver for controlled excitation of traveling or standing waves. The ends of

the pendulums are bright yellow for excellent visibility of the wave pattern. Coupling hardware is supplies so that the demonstrator can be used with either a single module or with both modules couples to make a longer machine. A brake mechanism allows all the pendulums

to be arrested simultaneously, “freezing” the momentary pattern of the pendulums.

Basic phenomena in transverse wave propagation can be clearly shown. using the damping module, running waves can be generated and standing wave patterns, wave reflection, and superposition can be shown when the damping module is removed. More detailed description available upon request.

Visit our website www.eduneeds.net for details

MEDIA      is

Complete  Pre-press

and Press Solutions

Ph.: + 91 9350272876

Email : me@mediaaxis.in | Web : www.mediaaxis.in

e duneeds

Educational Materials Provider

Language games

ANAGRAMS

Falguni Chakravarty

falguni1960@gmail.com

Falguni Chakravarty is a Cambridge ESOL- CELTA certified ELT Consultant, Content Developer and Teacher Trainer, working on

a freelance basis.

An anagram is a type of word play where letters of a word are rearranged to make another meaningful word.

Example:  are          ear

ACTIVITY

Objective:                 To provide practice in making anagrams using the hints given

Level:                         Primary

Material required:   Worksheet – one per student

Method:                    1.      Prepare a worksheet as given below, for every individual student in the class.

2.      Allot a time limit to complete the activity.

SMILING SNAKES

ACTIVITY

Falguni Chakravarty

Objective:                 To provide practice in creative expression using a variety of nouns and verbs for a given sentence.

Level:                         Primary

Preparation:              Nil

Classroom layout:  Students to work in groups.

Method:                    1.      Write the sentence ‘I see a spotted snake sitting in the sun.’ on the blackboard.

2.      Tell each group to give one noun in place of the underlined noun (here, sun).

Example: I see a spotted snake sitting on a wall.

3.      Make a list of all the nouns that have been provided by each group.

4.      Insist on students’ saying the sentence aloud with the replaced noun so that they use articles a/an appropriately.

5.      You may use other sentences for variation.

I see a spotted snake sitting in the sun.

As a variation, you can also play this game to improve vocabulary with regard to verbs. You may elaborate the sentence as follows:

Example (replaced verb):  I see a spotted snake sitting in the sun and sin

You may allow for some creative expressions too!

30                                                                                              FORTELL January, 2012     Issue no. 23

A Report on English Language

Reports

Teaching Workshop at Bal Bharti School

Miti Dhingra

An English Language Teaching Workshop on

‘Material Development for English teachers of

Classes VI-XII’ was organized on 20th August,

2011 at Bal Bharati Public School, Rohini. The Principal, Ms. Rekha Sharma extended a warm welcome to the esteemed guests and English language experts. Dr. A.L. Khanna,  co-ordinating editor, FORTELL, Ms. Shefali Ray, ELT consultant and children’s book  writer and

Dr. Mukti  Sanyal, Associate Professor  in English at Bharati College, University of  Delhi  presided over the event  as the  eminent guests for the day.

The resource person for the occasion was Ms. Shefali Ray. Participants from over 23 schools participated in the workshop. Ms. Ray initiated the discussion by talking about ‘Language Assessment’ in English language learning. The participants were given ample opportunities

for brainstorming and analysing the problems related to assessment and the speaker pointed out that ‘Holistic Assessment’ can not be based

on  any standardized test as such tests cater only to a child’s cognitive domain and not his / her affective and creative domain.

The discussion progressed with Ms. Ray’s valuable insight wherein she clearly demarcated the roles played by ‘Summative Assessment’

and ‘Formative Assessment’ in English language

learning. It was indicated by the expert that though Summative Assessment is a useful evaluation method, yet it has its own limitations. On the other hand, Formative Assessment encompasses all the essential techniques that can be used to assess language learning in all the domains.

A discussion on ways of recording the results of English language learning also took place. According to Ms. Ray, one strategic way to do this is through the maintenance of portfolios which are the detailed accounts of a child’s continuous and progressive (or regressive) growth in English language learning.  Ms. Ray highlighted the relevance of self - assessment techniques in language learning. In another activity that was based on the reading of a passage, the participants were asked to frame different types of questions that could be used while teaching English in classrooms. An assortment of intriguing questions came out as a

result of intensive reading, group discussions and real classroom contexts in which the participants were intellectually placed. The participants were provided with various checklists to evaluate language skills and language artifacts.

The     workshop was extremely interactive and fruitful.

mitidhingra@gmail.com

Miti Dhingra is a PGT in English at Bal Bharti School, Rohini, New Delhi.

© FORTELL                                                                                                                                                                                                                       31

Reports

N.P. Singh, a poet

Report on book release function of

Shakespeare: The Indian Icon

N.P. Singh

and a scholar retired as Associate Professor from Rajdhani College, University of Delhi.

Dr. Vikram Chopra has brought out a book

on Shakespeare entitled Shakespeare: The Indian Icon. He is the Founder Secretary of the Shakespeare Society of India (1987-93) and a member of the International Committee of Correspondents for World Shakespeare Bibliography maintained by Shakespeare

Quarterly. Shakespeare has been the raison d’etre of his academic pursuits; The Indian Icon is yet another proof of Dr. Chopra’s devotion to the immortal Bard.

The book presents a century’s account of Indian responses to Shakespeare: social, cultural and academic. Broad in scope and comprehensive in coverage, this collection of essays, photographs and paintings offers some idea of the gradual

but deep assimilation of Shakespeare into India’s cultural ethos. As one turns the pages of the book one discovers the rich heritage of social, cultural, philosophical and academic traditions of India just as it unfolds the multidimensional, multilayered world of Shakespeare – the beauty and glory of

its inexorable charm!

The book came out in July this year and was released on 11th July by Hon’ble Dr. Karan Singh, Chairman, Indian Council for Cultural

Relations. Dr. Karan Singh observed ‘Shakespeare is one of the greatest playwrights and poets ever. His great literature includes every emotion of human life. This book of more than 800 pages is an astounding corpus of wisdom.’ Eminent theatre personality Dr. Amal Allana, Chairperson National School of Drama, was the Guest of Honour. Other distinguished speakers included Professor R.W. Desai (University of Delhi), Mrs. Lushin Dubey (celebrated actor on Indian and the world stage),

Professor Rajiva Varma (University of Delhi) and

Dr. Sandeep Marwah (Director, Asian Film & Television Academy, Noida). All these speakers lavished high praise for the great editorial feat performed by Dr. Chopra in preparing ‘such a monumental piece of work’.

In the beginning, welcome speeches steeped in warmth and cordiality, were delivered by the members of Dr. Chopra’s family: son-daughter-in- law Vivek-Sangeeta Chopra, and daughter Superva Gulati, who had flown from Canada specially for the occasion. The entire programme was elegantly compered by Ms. Rachna Sethi, Secretary FORTELL and Assistant Professor in English, Rajdhani College, University of Delhi. The book launch ended with a Kathakali performance of scenes from Shakespeare’s Othello by actor Arjun Raina.

I learn from Dr. Chopra that soon after the release in Delhi, the book was presented at the

9th World Shakespeare Congress at Prague (17-22 July, 2011) where it was specially displayed and exhibited. It received wide appreciation from scholars from different parts

of the world including some of the most eminent ones.

‘I have been working for this book for the last four to five years but intensively for the last one and a half year. There is a lot for everyone in this book, from a philosopher to a common reader. It has the sense of joy, the freedom, wisdom, beauty and celebration of life. Just as life has numerous shades, so does Shakespeare, and that is why he is loved, admired, adored and even revered in India. Hence Shakespeare: The Indian Icon’, said

Dr. Vikram Chopra.

32

A Course in English for Schools (FOR CLASSES 1-8)

It has been written strictly according to the objectives and guidelines of the National Curriculum Framework (NCF) for School Education 2005. The course consists of 22 books (8 Main Course Books, 8 Workbooks and 6 Supplementary Readers).

The course

•      Has  a  wide  range  of  reading  materials  relating  to  neighbourhood,  science, technology, environment, sports etc.

•      Has a variety of exercises that will engage the learner in pair work, group work and individual work.

•      Promotes all language skills, including the skills of listening and speaking.

•      Makes teaching and learning of English an exciting task.

•      Provides a rich variety of supplementary  reading materials  (for classes 3-8) to generate interest in reading beyond the textbook.

A COURSE IN ART & CRAFT FOR SCHOOLS

•         step by step instructions

•         techniques graded according to the learners’ level

•         boosts the children’s curiosity, imagination and creativity

Pencraft Publications (P) Ltd.

Tel.: 011-29236968, 29233538,  9810097562

Fax : 29237792  | Email: pencraftpublications@yahoo.com

WWW.PENCRAFTPUBLICATIONS.COM

Call for papers

for Fortell, May, September 2012 issues ISSN no:  2229 – 6557

Articles/research papers are invited for publication in Fortell, (Forum for teachers of English language and Literature) a peer-

reviewed journal with a focus on the innovative pedagogical practices and teaching of English language and literature. Articles based on classroom research are encouraged.

Note for the Contributors

Fortell Journal is published three times a year i.e. January, May and September by FORTELL, New Delhi. Copyright for the individual contribution rests with the author. However, Fortell Journal should be acknowledged as the original source of publication in a subsequent publication. Fortell retains the right to

republish any of the contributions in its future publications or to make it available in electronic form for the benefit of its members.

Guidelines for submission

Soft copies of articles/research papers (not exceeding 2000 words), reports, book reviews, (300-350 words) and letters to the editor

(100-150 words) should be sent along with a photograph and a brief bio note in about 25-30 words to Dr. A.L. Khanna, Coordinating Editor at amrit.l.khanna@gmail.com. The contributors should clearly indicate their name, email ID and phone number. Contributions should conform

to the sixth edition of the APA style sheet in format, citations and bibliography.Please look up the website www.fortell.org for Guidelines

for submission of the manuscript. Contributions from the members of FORTELL are solicited.

May 2012 issue 24,

Guest Editors: Ruchi Kaushik & Rachna Sethi

Date for submission: February 29, 2012

September 2012 Silver Jubilee issue no. 25,

‘Using Literature for Developing Language Skills’ invites contributions that innovatively use literature as an effective tool for honing

up English language skills. The contributors could focus on innovations like cyber-classroom and e-strategies. Guest Editors: Prem Kumari Srivastava and Gitanjali Chawla

Date for submission: June 30, 2012

SUBSCRIPTION FORM

I/we would like to subscribe to 3 issues per year of

FORTELL for a period as indicated below: Please put a tick (3).

STUDENT

Annual Subscription: Rs.250

INDIVIDUAL

Annual Subscription: Rs 500

5 years Subscription: Rs. 2000

INSTITUTIONS

Annual Subscription: Rs. 750

5 years Subscription: Rs. 3000

Details of the subscriber

Name:                                                                             Designation:           Qualification:               Institution:      Postal Address:                                                              

City/State:                                                                       Pin Code:               Mobile:             Phone:             Email Address:                                                                       

Details of the cheque/draft

Name of the Bank:                                                         Cheque/DD no:        Date:                Amount:          Signature :                                                                   

PAYMENTS

All outstation subscribers should add Rs.30 to the cheque amount. Payment by cash or crossed cheques payable to FORTELL, New Delhi along with the Subscription Form to be sent to:

The President, FORTELL, A1A/33B, Janakpuri, New Delhi 110058

email:amrit.l.khanna@gmail.com

34

and schools in the country.

The series promises to develop better communication skills in English language. It comprises Main Course Books, Workbooks and Literature Readers.

Salient features:

|       Provides ample opportunity to develop correct pronunciation, intonation and speaking s

|       Includes a variety of exer including crosswords, puzzles and vocabulary webs.

|       Develops the skill of writing in learners, makes them respond to a given topic, helps them to organize their thoughts and prepare the final version of their written material.

|       Helps learners acquire skills of data collection, interviewing, analysing and presenting information systematically and effectively.

|       Draws on a wide range of materials, e.g., fairy tales, adventure stories, stories from

Indian mythology and other cultures, stories having social themes, poems and short plays, reports, interviews, biographies, travelogues, etc.

|       Uses a learner centred approach both in content and approach.

|       Attempts to teach grammar through real-life situations.

|       Gives practice in developing dictionary skills.

|       Provides lucid and concise definitions of grammatical terms.

|       Is accompanied by Teacher’s Books which give suggested answers to help teachers/

parents to guide learners in the right direction.

Email: wordworth@gmail.com

Website: www.wordworthpublications.com

11062, Street no. 2, Doriwalan, East Park Road, Karol Bagh, New Delhi - 110005

Ph: 011-23550583, 64517221

Education is a continuous process of learning & unlearning

Eduneeds.net aims at making learning easy, dynamic and inspiring with the best Educational aids.

Kohinoor Publications is a renowned publishing house in India. It was founded in 1992 in New Delhi. Since its inception it has been bringing out books that are used exclusively in schools at the pre- primary, primary and post- primary levels. However, it specializes in books connected with English Language Teaching (ELT). The books are geared towards shaping the young minds in keeping with the latest research in the educational pedagogy.

For the past 18 years Kohinoor has been viewed as a symbol of high-quality school books. The market response across the country has been excellent.

Visit our website www.eduneeds.net for details.

With best compliments from: