চলি?

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It’s four years since I started this blog.  I wrote the first post on 1 March 2011. Now it’s time to leave. I’ve met many learners through writing the blog and we are now learning together at intermediate level.  We’re currently reading a Bengali novel together.

আচ্ছা, আসি… and good luck with Bangla!  I will miss this blog a little, but the posts will stay up.  And I still have the Twitter account to publicise events related to Bangla, so keep following there.  If you’re learning and want to get in touch, I’d love to hear from you.  Drop me a line at mybangladiary@hotmail.com. And there’s always the open Let’s Learn Bengali Facebook group as a chance to bring up queries or share your experiences of learning the language.

King’s College, London is offering evening classes for Bangla Level 1 and Level 2 starting 28 September and 30 September respectively. Join up to continue your studies there.

Oh, and I’m going to answer for you.

asun

উত্তরাধিকার Uttoradhikaar (The Inheritance) Interview with the playwright Debasish Banerjee

Debasish Banerjee is the playwright and director of the play Uttoradhikaar (The Inheritance) presented by the Eastern Thespians and performed as part of the Season of Bangla Drama 2014.
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The rendition of this play about the De Cunha family and with the theme of identity explored through individuals living a time of political change and struggle, was powerful. It was striking that various conversations – between Anatole and his niece and nephew, between the siblings, between Margarita and Jose – had been repressed until now. Chandrayee Sen Gupta gave an outstanding performance to reveal the pain of Margarita, her longing for the past and the trapped feelings which were being forced to the surface through the events of the play. Many of the characters had been keeping their plans secret until this point. Essentially the play takes place at a crux point for the characters – it is time for them to look forward and the play ends with the inevitable signature to sign away the De Cunha estate symoblising the end of a period of Goan history.  

A short synopsis of the play

Uttoradhikaar (The inheritance) is a two-hour play set in Goa in the turbulent period of late nineteen fifties. It revolves around the disintegrating De Cunha family estate. Margarita De Cunha, the protagonist, and Joaquim, her half-brother, are the heirs to the property according to the will of now deceased Dario De Cunha, their father. Their uncle, Anatole De Cunha, looks after the estate. The play opens on a Sunday morning with the De Cunhas entertaining two close family friends, Jose Fernandes, Margarita and her deceased husband Roberio’s childhood friend, now a successful businessman and Dr Kulkarni, their family doctor. As the play unfolds, Margarita’s fragile mental state is revealed and with it we witness her lapse, time and again, into a contextually similar illusory world where she is the queen of Goa in the latter part of the fifteenth century. This period, we come to understand through the play, was in many ways a time of change as the nineteen fifties. Through this interpolation of reality and illusion the story of human displacement, belonging, identity and relationships are explored in two different times in the history of Goa. 10679642_661436997286410_8837860748163494599_o

I asked Debasish some questions about the inspiration behind Uttoradhikaar.

What inspired you to set a play in Bangla in the Goa of the 1950s?

I was asked to explore the issue of displacement and so I started thinking where in India have we had communities who have lived displaced from their original homes? I was drawn to Goa and Pondicherry and decided on Goa to explore the issue of identity within a migratory context.

Whats the historical context of Uttoradhikaar?

In 1955 there was debate over the future of Goa in the UN. The Portuguese sealed Goa’s borders, holding passports and limiting travel while India declared embargo on Goa. This was a turbulent time in Goa’s history leading to Goa being annexed to India in 1961. However, I found looking back further in the history of this region there had been many such shift points. I was drawn to the period between 1454 to 1471 when the Vijayanagara emperors had relaxed their hold over Goa giving importance to loyal local chieftains. Mahmud Gawan, general of Muhammad Shah III, the Bahmani Sultan, marched to annex Goa on 11th February 1471 and this ended a chapter in Goa’s history and also started a new one. I created Margarita, the protagonist, as a person in a mentally fragile state, who, being a student of history, lapses into an illusory world set around the time of invasion of Mahmud Gawan. Through this link to the past I have tried to draw attention to the fact that movement of peoples, and change is cyclical.

Does the disintegration of the De Cunha family reflect the political situation of the time?  1911133_633971440047309_8878263588466949732_oYes, it does.  At the end of the play Margarita is in the middle of the stage with the other characters moving away from her. She decides to sign the documents of sale of the family estate to set free the other characters in the play from the ties of physical ownership and the responsibilities of personal relationships. The truth is that you can’t hold on: you have to let go. History shows us that events are beyond the control of individuals.

Does the absence of a patriarch in the De Cunha family speak of the loss of legitimacy for the power of Portuguese rule?  

What the play attempts to decipher encompasses much more than the loss of legitimacy of ownership. The play endeavours to explore the very nature of ownership by trying to understand what belongs to us, vis-à-vis where do we belong.  Whereas the constant reference to Dario de Cunha makes his absence palpable in the face of the imminent disintegration of the de Cunha estate, the differing viewpoints of Anatole, Margarita and Joaquim with regard to their identity and belonging also makes us wonder whether the disintegration is inevitable. Herein lies the dramatic tension, where the individual is witnessed as being at once the architect and the victim of the inevitability of change, a common theme underlying the history of migration across the globe.  

Why did you create the illusory world of Margarita?  1291716_633970983380688_1980302168897813085_o

Through the illusory world of Margarita, I linked the real-time characters and happenings (of late nineteen fifties, when the play is set) to apparent figures that are true to the historical context of the happenings in Goa in 1471. In her illusory world, Margarita perceives herself to be the Queen and her son, the heir apparent. The doctor is the general, the Uncle is the Bishop/priest and Joachim is the half-brother of the deceased King of Goa (equivalent to the practically independent local ruler). The estate is like a child for Margarita and what happens to it is representative of her future. The characters of Margarita’s illusory world are extrapolations of her impressions of the characters around her in the real world. But in her illusory world, unlike in reality, she is in control almost throughout till the terrible reality of the climax overwhelms her illusory world. In the thematic context, her illusory world runs a close parallel to the real world, both true to their respective historical contexts. Through these parallel worlds the play attempts to focus on the fact that change in human condition is cyclical – a fact that also holds true for the story of human displacement throughout time.

What does the role of the doctor reveal about relationships between different ethnic groups at this time in Goas history?  10452902_633971223380664_3567467374472446223_o

The doctor is an Indian; he is an idealist, he believes in an Indian future for Goa, but not in violence to achieve those ends. But where does he go after being arrested and released? He feels safe to go to the house of his friends, the Portuguese De Cunhas. Through this relationship between the doctor and the De Cunhas I make the point that these different characters, inheritors of different cultures and with different political views, still remain true friends and can discuss their varying ideas and beliefs in a civilised manner. I focussed on this aspect because I feel that in a world rife with intolerance based on such issues an attitude of tolerance and civilised behaviour needs reiteration. Such instances of true friendship and cultured response in face of divisive tension can be found in history of many nations across time whenever and wherever any society has passed through troubled times.

How do you explore the issue of identity?  

In the play the characters are trying to seek their identity in relation to their birth, their forefathers, the land, their property and relationships. For instance, Margarita’s half brother, Joaquim has a Konkani mother. This makes him feel detached from the family and its Portuguese inheritance. Through the character of Joaquim I have endeavoured to explore the complexity of the psyche of those born of the inevitable intermarriages between the migrant people and the natives of a land and how they tend to interpret their identity. On the other hand, Margarita, who is of pure Portuguese descent, has a strong sense of her past but feels Goa to be her home, whereas, Anatole links himself more strongly to Portugal. Then there is Jose Fernandes who despite his Portuguese descent would have us believe that he identifies himself as a Goan but is willing to settle down wherever his business will flourish. But through his final decision to move to Lisbon I have left it open to the audience to arrive at their own answers as to what Jose thinks to be his true identity. It is but to draw attention to the complexity of the question of identity and belonging.

What is Margaritas identity? As a sensitive person, Margarita explores this issue of identity on many levels. She accepts her Portuguese descent, but also allies herself with the land and, to some extent, breaks down the Portuguese / Goan dichotomy propagated by Uncle Anatole.

How do you see the identity of migrant groups in India?  Identity is complex and not totally tied to current geographical location. History, heredity and cultural memory play important parts as does the land where one is born or where one lives for a considerable period of time. For instance, the Anglo-Indians are one such group, some of whom find it difficult to see themselves as totally Indian despite their huge contribution to India in areas such as the railways, music and sports. But with Joaquim and his fiancée planning a future in Bombay(now Mumbai), I make the point that where you live, work, put down roots, this forms a key part of your identity, for many people.

What is implied about Margaritas choice of Roberto over Jose?  While acknowledging that Roberto and Margarita shared a strong sense of love for Goa and its people, Jose also brings up the issue of class – that, as a grocer’s son he feels that, despite his wealth and successful business career, Margarita may have and may still see him as inferior due to his social position. Through this I have endeavoured to draw attention to the fact that the concept of class is a common dividing factor across many ethnic communities throughout the world that further colours one’s sense of identity and belonging.

Thank you, Debasish! Future and upcoming productions by the Eastern Thespians will appear on this blog.

A Season of Bangla Drama 2014 in Tower Hamlets, London

Screenshot Bangla Drama

The twelfth Tower Hamlets (London) Season of Bangla Drama started on 1 November and runs until 30 November!

The season has featured Mohajoner Nao by professional theatre group, Subachan Nattya Sandsa.  This musical play is a biographical sketch of mystic bard Baul Abdul Karim, portrayed through the tradition of Baul folk songs.  East, by the Daedalus Theatre Company, is a project that invited local residents to join in and share some of the stories which stem from the East End’s rich and diverse history of immigration.  Daedalus also organises other events, such as the annual Boi-Lit festival.  Uttoradhikar (The Inheritance) was performed by Eastern Thespians. Set in the Goa of 1958, the story revolves around the De Cunha family estate and the disintegration of its once glorious past. The central question is concerned with identity –  who are we, and what will be become  – as things change around us.

A Bangla language  interpretation of Romeo and Juliet was performed by Mukul & Ghetto Tigers.  Vahskorjo (The Sculpture) was based on an incident in Sylhet in 2013 when debates took place around the erection of a sculpture. Navrasa – The Nine Emotions wa an exploration of the nine emotions, interpreted through Tagore’s dance dramas and presented by Dakshinayan UK. The Cruel Truth, by The Rokeya Projects, draws on Dance and Theatre and explores the issues around arranged marriage as two girls leave the Indian subcontinent both for a marriage to a stranger in the UK and a new life in a foreign land. Other performances include Waiting for Godot, Karna Kunti and Leela, The King’s Courier and Chandalika.  There has also been a rich variety of talks, discussions and readings.

 

Still to come?

Tuesday and Wednesday 25-26 November  The Planet of the Grapes and Attack of the Green Chillies

Friday and Saturday 28-29 November Highly Unlikely

Saturday and Sunday 29-30 November Biswanath to Brick Lane

Throughout the whole of November Exhibition : Bengal Dream

 

Let’s Learn Bengali Guide to Resources

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The Let’s Learn Bengali Facebook group has compiled a Guide to Resources, to help you locate suitable resources for learning Bangla.

Please visit the page, click ‘like’ and suggest additional resources you have found useful, here or on the page.

Most of the resources are listed only once (under Beginner, Intermediate or Advanced) so look through all of these before making suggestions in case your resource is already listed. There are also posts on film, TV and radio.

There are many challenges which present themselves to the self-teaching learner, outside of a Banglaphone area. One is finding suitable resources of a high quality. The other is finding other learners to exchange experiences with.  The Let’s Learn Bengali open group is a good place to meet other learners and interact with native speakers who can provide help in developing your ability to speak, read, write and understand Bangla.

ধন্যবাদ।

https://www.facebook.com/lets.learn.bengali.resources?fref=ts

শুভ বিজয়া দশমী!

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Reproduced by kind permission of Laura Amalir

শুভ বিজয়া! This year I had been meaning to post on the days leading up to today for the দুর্গা পূজা.

29th September Monday  পঞ্চমী PANCHAMI

30th September Tuesday ষষ্ঠী SHASTHI and সপ্তমী SAPTAMI

1st October Wednesday অষ্টমী ASHTAMI

2nd October Thursday নবমী NABAMI

3rd October Friday দশমী DASHAMI

Next year I will post in more detail about the different days. You can read more information at Supriyosen.net

শুভ বিজয়ার প্রীতি ও শুবেচ্ছা!

শুভ মহালয়া! Subho Mahalaya

Screenshot Subho Mahalaya

 

শুভ মহালয়া!  I’ve read a little about Mahalaya on Bangali.Net.  Mahalaya marks the start of the ‘Devi-Paksha’ and the end of the ‘Pitri-Paksha’.  The goddess Durga is today invoked to begin her descent to earth through the chanting of mantras and the singing of devotional songs. This day, then, marks the start of her journey to earth for the Durga Puja, one of the most important Hindu festivals in West Bengal.

Pitri-Paksha is a 16 day period during which Hindus pay homage to their ancestors. Legend has it that when Karna died in the epic Mahabharata, his soul transcended to heaven. There he was offered jewellery as food. Puzzled, Karna asked Indra why this was happening.  Indra told him it was because he had failed to offer up food to his ancestors in Shraddhas, during his lifetime was the reason for his treatment. Karna said that he was unaware of his ancestors and hence he had no chance of donating food to them. He was given a chance then to make amends and went back to earth for a 16 day period and performed Shraddha and donated food in memory of his ancestors. This period is the period which is known as Pitri-Paksha.

সবাইকে জানাই শুভ মহালয়ার প্রীতি ও শুভেচ্ছা !

 

 

SOAS Language Centre drops Bengali

I can’t believe I’ve been away from my blog for going on three months. Actually, I can believe it as I was thinking about stopping blogging. Having found other learners online to work with, it seemed sensible to focus on learning itself and collaboration with other learners, on publishing links to resources and so on rather than on sharing my personal reflections on my learning with readers on the internet as a whole, many of whom stumble across my blog by accident and are, in fact, looking for something else. However, the news that SOAS Language Centre will not offer Bengali at any level at all this year has awakened me from my ‘blog weary apathy’.  If we don’t have formal routes open to us  then these informal routes are vital for learners of Bangla to find each other, share resources and keep motivated.

This year King’s College London has offered both Level 1 and Level 2. Level 1 starts soon – on 29th September – and only 2 places remain. The course will be offered on a Monday night from 6.00 p.m to 7.30 p.m. Level 2 still has 13 places available, which might suggest it will end up not running. It is due to start on the same day, 29th September at 7.30 p.m.

SOAS is not offering any Bangla in its Language Centre and instead now offers beginners level French, Spanish, Portuguese and Russian. Surely any further education college in this country can do that (at many more levels than just beginners and probably better). There is a wealth of written material for learners of French, it’s closer to English than Bangla is, France is on our doorstep (in the South of England anyway), and our schools routinely teach French. Specialist institutions in capital cities should aim to offer more that what learners throughout the country can find on their doorstep.  My experiences of studying a diploma in French at the University of Brighton were fantastic; I cannot recommend their courses more highly.  We had a native French speaker and a bilingual French speaker whose mother was French.  They were both experienced teachers within Higher Education and at that time, the course I did was offered within University of Brighton Business School. But it was expansive as well as focused, fun as well as functional and enabling in many ways,  opening up more literature to us, for example, by improving our four skills. University of Brighton has no particular responsibility to offer Bangla – it does what it should be doing, and it does it well –  but SOAS does.

 Bharatiya Vidya Bhavan’s Centre offers Bengali this year on a Sunday morning – 9.30 – 10.30am (L1) 10.30 – 11.30am (L2) 11.30 -12.30pm (L3)
I’ll put the links to these up tomorrow.
শুভ রাত্রে!

 

 

 

To keep on doing something : infinitive + থাকা

It’s been a while since I posted on grammar on here.

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I have been doing grammar though; I’ve been working through Hanne-Ruth Thompson’s Essential Everyday Bengali (দরকারি সাধারণ বাংলা) . It’s highly recommended. Actually, I even learned from seeing the title of the book written in Bangla.   দরকারি is the adjective from দরকার meaning need. And I’m more used to সাধারণত meaning usually, than সাধারণ meaning usual. So we could say দরকারি সাধারণ বাংলা could be translated Necessary, Usual Bengali. Well, that doesn’t sound as good as Essential Everyday Bengali.  Anyhow, back to the use of থাকা.  We have studied the use of the infinitive + থাকা in the Facebook group. It’s a useful way of talking about keeping on doing something.  This construction is also good practice for using the infinitive.

Here are some common infinitives taken from P. 45 Everyday Essential Bengali. These will be used in the sentences.

করতে from করা to do

থাকতে from থাকা to stay

চালাতে from চালা  to move

শুতে from শোয়া to lie down

উঠতে from ওঠা to get up

লাগতে from লাগা to stick

হতে from হওয়া to become

যেতে from যাওয়া to go

দিতে from দেওয়া to give

আসতে from আসা to stay

পেতে from পাওয়া to get

পড়তে from পড়া to study

বলতে from বলা to say

So here are some examples –

তুমি ব্যাকরণ পড়তে থাক!  Keep on studying grammar!

সে সারাদিন একই বই পড়তে থাকে। He keeps on reading the same book all day long.

আমরা সারারাত কাপড় ধুতে থাকি । We keep washing clothes the whole night long.

 

Film Screening of Rituparno Ghosh’s Jeevan Smriti on tonight (Wednesday 11th June, 6.30 p.m.) at Nehru Centre, London

Screenshot 2014-06-11 10.38.33As part of both the Rituparno Ghosh tribute events and the sixteenth London Asian Film Festival a free screening of Jeevan Smriti will take place at the Nehru Centre in London, tonight at 6.30 p.m.  This is a special screening of Ghosh’s last completed film which was commissioned by the Ministry of Culture to mark the 150th anniversary of Tagore. Inspired by Tagore’s own autobiographical accounts, the film follows child Tagore emerging into a young poet, later growing to be one of the most significant voices in colonial India and in international literature.

The screening will be introduced by writer-filmmaker Sangeeta Datta (long-time associate of Rituparno Ghosh).

As the event is free, it is first come, first served so arrive early; doors open 6.00 p.m. and the film starts 6.30 p.m.

The Nehru Centre is  here:

8 South Audley Street
London
W1K 1HF

T: (020) 7 491 3567  T: (020) 7 493 2019

The nearest tube is Green Park. For further details of the location, click here.

Enjoy!

Write any comments here if you get to attend.

 

ইচ্ছামতী Ichchhamoti the children’s webzine – interview with its creator Mahasweta Ray

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I am pleased to welcome Mahasweta Ray, the creator of the children’s Bangla webzine, who has come to give us a unique insight into the story behind Ichchhamoti.

What does the  ইচ্ছামতী site include?

Ichchhamoti is a web magazine for children. So, here you will find stories, poems, rhymes, translated stories, fairy tales, folklores as well as informative non-fictional articles in science, sports, history and general knowledge categories. We also regularly put up book reviews and children’s film reviews. Here I would like to mention that Ichchhamoti published the first ever serialised content on the brief history of cinema, written for children in Bangla. It is written by Professor Sanjoy Mukhopadhyay of the Film Studies department of Jadavpur University. We are also publishing a serialised content on the Indian freedom struggle.

What was the inspiration behind ইচ্ছামতী?

Well, there were quite a few decisive factors which gave shape to Ichchhamoti. I am a web designer by profession, with experience in multimedia content design and development. From when I started working, some 15 years ago now,  I wanted to be involved in something that would relate to children as well as being both educative and entertaining.  But the perfect opportunity did not present itself at that point. Then, six years ago in early 2008, I met someone who wanted to make a website for children with his own content. By then, I had left my job, and was working as a freelancer, and he sought my services for the same, which I was very keen eager to provide. But, in the end that project did not take off. It was really only then that Unicode Bangla fonts were gaining popularity, major browsers were starting to support Unicode standards, and I was getting familiar with the Avro keyboard. The major obstacle of typing Bangla easily on a computer was gone, thank to the Avro developers’ team. So one day I thought: I know how to design a website, I can do some basic drawings, I think I can write quite decently, so instead of expecting someone to give me my dream job, why don’t I myself try and start building a website for kids? I shared my thoughts with my friend Kallol, and we both thought we should give a trial to do something different and away from our daily bread-and-butter earning efforts.

How did you come to choose the name ইচ্ছামতী?

ইচ্ছামতী has several connotations which I felt would resonate with readers. ইচ্ছামতী denotes something which moves and acts as it wills.  In addition, ইচ্ছামতী is the name of a river that flows between India and Bangladesh and is popularly known as ইছামতী. The facing banks of this river touch the soils of India and Bangladesh. I wished Ichchhamoti, the web magazine for children, to likewise touch Bengali speaking readers and writers both sides of the border. So the name felt very much apt.  Also ইচ্ছামতী is the name of a very sweet poem by রবীন্দ্রনাথ ঠাকুর. For me, the first few lines from the poem ইচ্ছামতী sum up the way our web-magazine makes its place in the lives of its readers:

যখন যেমন মনে করি
তাই হতে পাই যদি
আমি তবে একখনি হই
ইচ্ছামতী নদী ।
রইবে আমার দখিন ধারে
সূর্য ওঠার পার ,
বাঁয়ের ধারে সন্ধেবেলায়
নামবে অন্ধকার ।
আমি কইব মনের কথা
দুই পারেরই সাথে ,
আধেক কথা দিনের বেলায় ,
আধেক কথা রাতে ।

When did you start off?

The first issue of Ichchhamoti appeared on 27th September, 2008. It was small, but after a couple of more issues, it started getting bigger.

Who is in the ইচ্ছামতী team?

Ichchhamoti is a very small team.  Actually I manage 90% of the work single-handedly. I take care of the editing, content update, communications, social media updates, and do most of the illustrations. I also write non-fiction articles, book and film reviews. Apart from me, a colleague takes care of technological issues when required; another friend helps in miscellaneous works when he can manage time. We have a couple of school students involved, who illustrates once in a while. My younger brother is also part of our team. He is barely active though, but has designed the new layout and logo of us.

But one thing must be said. Ichchhamoti would not have been what it is now, if we did not have our writers. It has been an enriching experience to work with them. We consider all of them as part of the Ichchhamoti Family. So you see, from a different point of view, we actually are a very large team.

Was it an actual printed magazine or online from the start?

No, Ichchhamoti was never a printed magazine. It was online from the very beginning.

Is there anything of particular relevance for adult learners?

Well, not yet. But adult learners can read the poems, as most of them are short, and use comparatively simple language as compared to the stories.

How often is the content updated?

From 2008 to 2013, we tried to publish Ichchhamoti as a quarterly magazine. So we have 20 issues from those five years. You can find the links on the homepage and other pages also. Since October 2013, we started publishing new content in one or several categories at regular intervals. Right now, we publish a few items of new content every week. You can subscribe to our newsletter if you want to get new content updates in your mailbox every week.

Can readers send in their own submissions?

Of course. Readers, both children and adults, can send in their submissions. They can send stories, non-fiction/informative articles, drawings, photograph. If we like them, we will most certainly publish them.

What’s coming new for ইচ্ছামতী?

Well, lots of ideas keep coming and going, but most of the time we are unable to give them shape due to lack of time, finance and manpower.  So I think we have to sort out these things first, and then look at new initiatives. But yes, after I have come in touch with adult learners though friends on Facebook, I have been thinking of putting up targeted contents for them. Let’s see, if I can really do that.

And finally, what’s your favourite Bengali dish?

There’s not one. There are many. Unlike a true-blue Bengali, I am not a fishmonger. I love eating vegetarian dishes – কচুর শাক, পটলের দোলমা, ছানার ডালনা, to name a few.

Thank you, Mahasweta!  Now follow this link and check out Ichchhamoti for yourself. And if you have any more questions for Mahasweta, please write them as a comment.