With close to 60,000 students applying for a meagre 4,362 seats in English, the subject has become the most sought after course, beating Commerce and Economics in Delhi University.

“Now, writers have to conform to market rules to ensure their works can be sold and read globally. This global influence can be so cruel that non-native English writers may consider writing in their mother languages inferior and may prefer writing in English instead,” says Brazilian author Bernando Carvalho

bernardo-carvalhoAccording to Carvalho, the hegemony of English language has created an atmosphere where non-native speakers are accepted mostly only if they write in English incorporating some of their local slang or ethnic experience. At the same time, the Anglo-Saxon world uses this multiculturalism as an excuse to not translate works from other languages to English, he said.

Carvalho gave examples of 19th century writer Machado de Assis, arguably the best Brazilian writer ever, and the 20th century Argentinean writer Jorge Luis Borges during his talk. He said these writers used the Western literary canon but transformed it with their own local sensibility to create a new and exceptional body of writing that was reflective and relevant domestically. They were able to use their peripheral status as an asset, Carvalho said.

by Fakrul Alam

Teaching Literature . Oxford : Blackwell Publishing, 2003. 177 pp.

Nearly thirty years ago, when I first went into a classroom in the University of Dhaka to teach English literature I remember how terrified I was. I had spent a couple of days reading for the class and half of a sleepless night writing out the lecture itself. I think I had written out my lecture in its entirety—twenty pages at least! —and then memorized it. And yet once in the classroom I managed to blurt it out in about forty minutes, leaving me with ten minutes of sheer agony and embarrassment.