In the end, language is as mundane sound; it is also the symbolic representation of sound. Similarly, knowing a language is as mundane as experience; knowledge of a language is also a communion of experience with other persons knowledgeable of the language.
There are, in my opinion of language study and pedagogy, two general approaches: 1.) Language as a language; 2.) Language as a subject. You may ask, "What does that mean?"
Language is entirely constitutive of a subject like literature, but literature is not entirely constitutive of language. Especially in the linguistic context of classical languages, the second approach (language as a subject) tends to be overemphasized; because the classical study of India (i.e., Orientalism) still tremendously influences the study of Indian languages, the language pedagogy of even modern Indian languages is still overwhelmingly influenced by this second approach. That is changing for the better, specifically with regard to Hindi, due to the Hindi-Urdu Flagship program at UT Austin, where a comprehensive pedagogy akin to Spanish or French language instruction is being developed.
This is not to say that one cannot learn a classical language as a language; nor is it to say that such a pedagogy is altogether better than learning a language as a subject. In my experience, these are two general approaches that are complimentary and best incorporated synergistically into any language study.
The second-order methodological approach to Indian language study that I appreciate incorporates four aspects of linguistic experience conjoined with the two broad approaches described above. That is, I aim to equally emphasize listening (aural), speaking (oral), writing, and reading in concert. Each of these mutually reinforces the others, and naturally ensures that the second approach (i.e.,language as a subject) does not predominate over language as a language, which, like music, is to be spoken and listened to and sung and recorded in words.
I, too, am a student of these languages, but I would be delighted to share lessons on Sanskrit grammar, or to read selections of modern/classical texts that I have a functional knowledge of with another student who may be just beginning a personal discovery of new cultural landscapes, and the perspective afforded from hilltops and peaks of wisdom.
There are, in my opinion of language study and pedagogy, two general approaches: 1.) Language as a language; 2.) Language as a subject. You may ask, "What does that mean?"
Language is entirely constitutive of a subject like literature, but literature is not entirely constitutive of language. Especially in the linguistic context of classical languages, the second approach (language as a subject) tends to be overemphasized; because the classical study of India (i.e., Orientalism) still tremendously influences the study of Indian languages, the language pedagogy of even modern Indian languages is still overwhelmingly influenced by this second approach. That is changing for the better, specifically with regard to Hindi, due to the Hindi-Urdu Flagship program at UT Austin, where a comprehensive pedagogy akin to Spanish or French language instruction is being developed.
This is not to say that one cannot learn a classical language as a language; nor is it to say that such a pedagogy is altogether better than learning a language as a subject. In my experience, these are two general approaches that are complimentary and best incorporated synergistically into any language study.
The second-order methodological approach to Indian language study that I appreciate incorporates four aspects of linguistic experience conjoined with the two broad approaches described above. That is, I aim to equally emphasize listening (aural), speaking (oral), writing, and reading in concert. Each of these mutually reinforces the others, and naturally ensures that the second approach (i.e.,language as a subject) does not predominate over language as a language, which, like music, is to be spoken and listened to and sung and recorded in words.
I, too, am a student of these languages, but I would be delighted to share lessons on Sanskrit grammar, or to read selections of modern/classical texts that I have a functional knowledge of with another student who may be just beginning a personal discovery of new cultural landscapes, and the perspective afforded from hilltops and peaks of wisdom.
