Papers by Madhavi Raman
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The first part of this chapter provides a brief sketch and summary of the academic contributions ... more The first part of this chapter provides a brief sketch and summary of the academic contributions of R. Amritavalli to the field of linguistics. We note how her fascination with the complexity and structure of language has led her to explore innovative and novel ideas, often pathbreaking, in the areas of grammatical categories and their origins, finiteness and tense or the lack thereof in certain language families, the patterns of ergativity and case marking splits in South Asian languages, and the acquisition of functional categories in Dravidian languages, especially negation, and tense. In the second part of this chapter, we summarize the contributions of the 12 essays in this volume in the context of the larger linguistic landscape. We situate the issues and claims made in each paper in the broader set of themes, bringing out their importance. We also sketch each paper’s main contributions while focusing on the insight it builds on, sometimes highlighting the questions that are r...
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World Academy of Science, Engineering and Technology, International Journal of Cognitive and Language Sciences, 2017
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iteslj.org
A lesson.
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Advances in Language and Literary Studies, 2015
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The Multilingual Assessment Instrument for Narratives (LITMUS-MAIN) was developed to assess the n... more The Multilingual Assessment Instrument for Narratives (LITMUS-MAIN) was developed to assess the narrative abilities of bi- and multilingual children in the various languages that they speak. This paper presents the details of the adaptation of MAIN to three Indian languages, Kannada, Hindi and Malayalam. We describe some typological features of these languages and discuss the challenges faced during the process of adaptation. Finally, we give an overview of results for narrative comprehension and production from Kannada-English and Hindi-English bilinguals aged 7 to 9.
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This paper explores the possibility of making print materials, specifically the
language textbook... more This paper explores the possibility of making print materials, specifically the
language textbook, more accessible to visually impaired learners who have been
mainstreamed in regular classrooms. This is done to facilitate their participation
in classroom activities and help them engage more meaningfully in the learning
process. The study has employed prior knowledge of listening skills for an
individual’s cognitive development. Three lessons from the English textbook used
by schools affiliated to the Andhra Pradesh State Board syllabus were presented
in an audio format (as Mp3 files) to eleven visually impaired (partially sighted and
legally blind) learners from nine schools. Modifications for the prescribed tasks
and activities at the end of the lesson were carried out in order to generate selfreliant participation of the target group to identify learning. Response sheets were
provided using Braille and large-print answer sheets to encourage participation.
Analysis shows the target group were better performers when provided with
necessary support using advancements in the print media and audio technology.
On the other hand, the findings proved to have disadvantages for the Braille learner
after they had been mainstreamed into regular schools.
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This paper captures the design of a comprehensive curriculum incorporating the four skills based ... more This paper captures the design of a comprehensive curriculum incorporating the four skills based exclusively on the use of parallel audio-visual and written texts. We discuss the use of authentic materials to teach English to Indian undergraduates aged 18 to 20 years. Specifically, we talk about the use of parallel reading (screen-play) and audio-visual texts (Shawshank Redemption, and Life is Beautiful, A Few Good Men and Lion King) drawn from popular culture in the classroom as an effective teaching medium. Students were gradually introduced to films based on novels with extracts from the original texts (Schindler’s List, Beautiful Mind) for extended reading and writing practice. We found that students began to pay more attention to aspects such as pronunciation, intonational variations, discourse markers and vocabulary items (phrasal verbs, synonyms, antonyms, homophones, and puns).
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Presentations by Madhavi Raman
ALLS Future, Current & Past Issues by Madhavi Raman
by Madhavi Raman, Advances in Language and Literary Studies [ALLS], Vijaya Vijaya, Nur Dalila Muhamad Nazri, Ahmed al-Quiadhy, Jamila Abdulazeez, Anne Christopher, Melor Md Yunus, Javed Akhter, Hayat Alroudhan, Heba Aziz, Vedyanto Vedyanto, nur muhammad, and Esmail Zare Behtash
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Papers by Madhavi Raman
language textbook, more accessible to visually impaired learners who have been
mainstreamed in regular classrooms. This is done to facilitate their participation
in classroom activities and help them engage more meaningfully in the learning
process. The study has employed prior knowledge of listening skills for an
individual’s cognitive development. Three lessons from the English textbook used
by schools affiliated to the Andhra Pradesh State Board syllabus were presented
in an audio format (as Mp3 files) to eleven visually impaired (partially sighted and
legally blind) learners from nine schools. Modifications for the prescribed tasks
and activities at the end of the lesson were carried out in order to generate selfreliant participation of the target group to identify learning. Response sheets were
provided using Braille and large-print answer sheets to encourage participation.
Analysis shows the target group were better performers when provided with
necessary support using advancements in the print media and audio technology.
On the other hand, the findings proved to have disadvantages for the Braille learner
after they had been mainstreamed into regular schools.
Presentations by Madhavi Raman
ALLS Future, Current & Past Issues by Madhavi Raman
language textbook, more accessible to visually impaired learners who have been
mainstreamed in regular classrooms. This is done to facilitate their participation
in classroom activities and help them engage more meaningfully in the learning
process. The study has employed prior knowledge of listening skills for an
individual’s cognitive development. Three lessons from the English textbook used
by schools affiliated to the Andhra Pradesh State Board syllabus were presented
in an audio format (as Mp3 files) to eleven visually impaired (partially sighted and
legally blind) learners from nine schools. Modifications for the prescribed tasks
and activities at the end of the lesson were carried out in order to generate selfreliant participation of the target group to identify learning. Response sheets were
provided using Braille and large-print answer sheets to encourage participation.
Analysis shows the target group were better performers when provided with
necessary support using advancements in the print media and audio technology.
On the other hand, the findings proved to have disadvantages for the Braille learner
after they had been mainstreamed into regular schools.