Good evening.

Please start by introducing your professional journey in academia.

Caste, gender and religion.

And I'm also interested in, you know, employing diverse research methodologies and innovative strategies to enhance the scope of English language, you know, learning, teaching and writing. I'm also a translator writer and I, I write both in English as well as Malayalam. And my academic as well as creative writing has already published in various computer journals, magazines as well.

This is all about myself. If you want I can talk more about myself.

OK.

OK.

So.

Could you elaborate on your expertise in Digital Humanities, specifically your understanding of how digital tools can enhance the study of English literature?

Thank you. Thank you so much for that question. Digital humanities, one of the important, you know, areas of literature nowadays in the sense especially in the contemporary areas of digital technologies, digital humanities actually redefine the traditional conceptualization of literature and it actually takes literature from the the so-called confined conceptualization of just reading, analyzing.

Close reading of text by actually it integrate literature with digital innovative technologies and there are some positive aspects of this, especially it is actually democratized, you know entire literary corpora. I mean researchers, young researchers, students as well as faculty members will get access to resources, especially digital archives play a vital role in.

Redefining the concept of literature nowadays at the word democratizing by what I mean about democratizing democratize I mean I mean people, especially students and researchers will get access to resources of course the some resources, some text may not be available to people so through, you know, digital archives and. Hypertext and technology and all by using all these things.

Students and researchers will get access to it and they'll be able to enhance their knowledge and of course it is redefined. The classroom, the entire classroom and methodology of teaching as well. I mean engaging with the students will be really will be upgraded and updated. If you use digital humanities as a as one of the core subjects of study in literature, they will be able to.

You know, enhance their understanding by using multiple materials, text, their texture and the kind of voice and all. So I think I I.

I really appreciate if I get an opportunity to study digital humanities and I'm also a learner, would like to enhance my knowledge more about digital humanities.

Thank you, Professor Bincy. Based on your explanation of digital humanities, could you clarify or expand on how you would integrate digital tools into your teaching practices to improve the learning experience for students?

Of course, of course, for instance, if I want to, you know, introduce some theories post colonial theories, for instance, if I am talking about oral literature, I can of course integrate some digital technology or a method in in the sense to to make them understand what is oral literature. For instance, there are some digital archives that is exclusively on for instance.

I teach them Indian Dalit literature or African folklore and all. I can actually use digital archives to introduce them and I can give a foundation, especially in the case of oriature or literature. I mean folk songs, folk, I mean almost every aspect of folklore and all we may not get easy access to, you know, African folklore and all if I use digital technology students.

Inside the class will be able to connect themselves with such things and, and the, you know, that plus the entire classroom ambience itself becomes constructive. They'll get a kind of, you know, even though they may not be able to get an, you know, direct experience, that digital technology that that that itself becomes, you know, productive tool for them to access. The you know, the the so-called unacceptable or not unacceptable, unacceptable things.

They'll get easy access to the so-called unacceptable things using if you if you use digital technology.

Thank you for sharing your thoughts, Professor. Taking this further, could you explain how you would address the challenges of ensuring equitable access to these digital resources for students from diverse socio-economic backgrounds?

Yes, that is very interesting question. I'm a person who really emphasized an inclusive classroom atmosphere, especially in my class. Everybody irrespective of their caste, class, religious boundaries should be able to, you know, get access to knowledge, especially the learning ambience. Learning atmosphere must be very constructive and inclusive, especially people from the social, you know.

Marginalized social class and all I know they need individual attention and they need special care and all. So the constructive classroom will be, you know, open for discussion and I'll, I'll teach them or I, I'll ask them facilitator. I will help my maximum to make them understand, especially the foundation first. Then step by step, I will take them to this field and I'll make them understand how to use.

Productive possibilities of such, you know, digital technology, you know, enhancing their understanding as well as their knowledge about the entire domain.

Understood, Professor. Let us now shift our focus to another critical area. Please explain your understanding of Commonwealth Literature and its significance within the academic study of English Literature.

Interesting. Thank you so much for raising this question because this is one of the major areas that I am currently delving deep in. The sense Commonwealth literature is always emphasizing the voice of the other.

In the sense the people, the writers, all the their, their, their past, especially people, ones who are under British control, under British colonialism, they are resisting or they are fighting back through their literature and they consider literature as a tool for resistance that is not only confined to the aesthetic tradition, but it is also talking about the colonial.

They're they're displacement, their dissolution meant their identity crisis, how they were treated. And it is not about the individual story. But as bell hooks rightly pointed out, the person who are talking from the margin, they are representing a group. So the voice of a collective, the voice of many will be addressed or will be heard in Commonwealth literature. If you take the example of Geneva at the base work, Gugi Bhatia.

Those work and there are many other Indian writers like Salman Rushdie and Arundhati Roy, Kiran Deshai, There are many other many more writers who they are vociferously talk about all these aspects. Identity crisis is one of the important aspects. They are this kind of a shared identity or the conflicts or the tuners or the otherness. All these things are. Very, very deliberately and consciously at the same time very powerfully.

Incorporated in such, you know.

Of literature and another aspect is that alienation concept of dissolution man, if you if you take the example of genuine attribute things fall apart and it is the conflict between a foreign tradition and how missionaries treated this indigenous, you know, people. And if you take the example of Canadian literature or Australian literature, their alienation, their their concern over their lost past their the concept of their lost generation.

That they're stolen generation. All these things are echoed in this particular, you know, common web literature. And another important aspect is decolonialism and decoloniality as it practices using in Commonwealth literature. And I would say Commonwealth literature is a kind of literature of resistance or a narrative. I mean, what narrative of, I mean, resistance narratives are aptly pointed out. And yes, if you want, I can further talk about this. This is all about the major underst.

Of Commonwealth literature.

Thank you, Professor. A detailed response indeed. Could you now explain how you would approach teaching Commonwealth Literature to your students, particularly balancing its historical context with its relevance to contemporary issues?

Yes, that is very, very relevant question, very interesting question, so.

As I mentioned earlier, this is I.

Personally, I would like to delve deeper into Commonwealth literature, especially this is a literature of resistance. If I get a chance to introduce this Commonwealth literature to students, I will definitely take this opportunity. For instance.

If you ask me to talk about the, you know.

Uh, for example, a work of uh Gugi Bhati Yoga.

I will start with.

I will make a context in the classroom. I'll ask you if just think it is your home, it is your place, it is your native land. One fine morning, somebody else actually intruding to your native land and they are claiming that this is not your land, this is our land and they're trying to force, I mean they are using their force to you know.

Eject their forcefully they are claiming everything that once.

You consider as US, then what will be your response? I will stack my class with that particular question. So I am connecting their individual experience. I am placing them into that situation and I'll start discussion and that platform will be a constructivist classroom. I will give them a context and then I will ask or I'll generate or I'll initiate. A discussion later, I'll introduce that particular text with a theoretical.

The background.

Instead of rote learning, instead of merely giving them summaries, I will make them discuss about the major themes how Thiago consider consider language.

How do you ever consider identity crisis, how Thiago addresses the, you know, the women, the intersectional disempowerment that women from the, you know, Commonwealth nation, Commonwealth area encounters?

What about the identity formation of children and how the, the, the displacement or alienation affected the, the, the generation? I mean, in the, for instance, the intergenerational trauma, how the yoga addressed intergenerational trauma. And I will, I mean, my classroom will be very structured and I will, you know, pick out all these important points and I'll make them.

Discuss this instead of elaborating. Instead of giving a rote learning method, I will discuss all these aspect 1 by 1 and as I mentioned earlier here also I can use the you know.

Digital humanities technique or methods or technology to to enhance their understanding. So this this will be the ideal one of the ways through which I am going to introduce a Commonwealth course if I get a chance.

I think I have answered your question.

Thank you.

Could you elaborate on how you ensure your method engages students with diverse levels of prior exposure to post-colonial and Commonwealth literature?

OK, so.

As I mentioned earlier, I am believing an inclusive classroom. So as a research scholar and a young graduate, young young PhD graduate who believe in social justice, equality and equity, I think it is my responsibility as a social, I mean as a researcher, writer, and a teacher to provide. You know, education especially.

About postcolonial literature to everyone in the classroom, you're respective of their social background. At the same time, people who who are from the, you know, most marginalized section of the community would need special attention through actually individual learning. I mean, I will, I will approach a method called first and foremost, I, I would, I want to know their level. I mean, I want to know about their. Whether they have a foundation?

On postcolonial literature or not, instead of making making them confused or perplexed, I will slowly nurture interest. For instance, a generation, today's generation are more attracted towards, you know, videos and audiovisual technologies and all. First and foremost, I can introduce them some, you know.

Some videos are very instructional videos of instructional purpose, right? I can use them introduce, I mean make these students to understand the realities about postcolonialism.

So even issue based, issue based learning would be also very, very impactful. If you give you, if you give them an issue and ask them to, you know, come up with their views about it, that will make a real impact. And I'll also use issue based learning.

Yes.

Can you explain your approach to teaching English language skills, particularly focusing on strategies for improving both written and spoken proficiency among students?

OK.

So I am basically a bilingual writer, translator and orator and I am emphasizing the importance of English language teaching and learning since we are in a highly fast-paced world where English language is inevitable in our everyday life, personal as well as professional life. So in order to, you know, nurture in order to enhance their, you know.

Understanding or in order to improve their English language proficiency, I will.

Particularly focus on all the four core skills first reading, listening, writing and speaking. So my activities, my method of teaching will be focus on all these 4.

Core areas or core skills of language learning? I will make them.

Speak inside the class. I will actually, uh, encourage them to become a good listeners. I will actually play some instructive videos, dramas or poetry or, or, or, or all such videos of instructional purpose. And I'll make them listen and I'll ask them narrate the whatever they have listened to that particular video and through which they can slowly, you know, break the boundaries in the sense.

There are people from, you know, different social, cultural background may not be able to expose to you know.

Communicate how to maybe not know how to communicate in communicate English fluently, fearlessly. That is an important point. I'll make them speak fluently and fearlessly. That is very important to get a good balance our good good, you know, hold our English communication. And as I mentioned earlier, I'll also focus on reading and based on the group I am getting, some people will be interested in, you know, science fiction.

Some people will be interested in purely, I mean, literature. So based on their interests, I'll ask them or I will circulate some reading methods before my class itself and I'll ask them to read. And after they enter into the class, we will have a discussion based on the previous reading materials. So these are some of the ways through which I am planning to nurture their, you know, interest on English.

Language you know.

Prata is English language learning, yes.

OK.

Let us now examine your ability to teach both theoretical and laboratory courses. Could you describe your approach to balancing theory with practical application while teaching?

Of course, that is very important.

And, uh, this should go hand in hand. I would say theory and practice would go hand in hand. So they need a foundation on theory, especially in the case of if you are talking about English language, they should know about the all the basics first, then, then only they'll be, uh, you know, they were approached to the practical lab will be easy.

So it, it is not it, it is not confined to that classroom, right In their future. Also if they need to communicate fearlessly and especially in their business or in other aspect, or even if in academia, for instance, even they are using their, you know, research article, all these aspects are very important. So in my classroom, I always prefer. A research oriented classroom, whether it is a UG student, PG student or if I am given a PhD student.

To be mentored, whoever it is, I will always focus on a research oriented classroom in which I, I will take them to the foundation first, the theoretical aspect first. So I will I, I don't want to be a, you know, instructor who is always preferring rot learning. Instead, I'll make them understand the key aspect of the particular theory and how it connects to their everyday life, their practical life, especially their in their laboratory.

Atmosphere. So first the theoretical foundation will be given, then I will take them to the, you know, practical labs.

Thank you, Professor. Could you provide a specific example of how you have successfully applied this approach in teaching, balancing theory and its application?

Yeah, I can. For instance, I during my post, you know, PhD I, I was.

A teacher instructed the for communicative English course and there are students, especially with from the most modernized community, they don't have access or they don't have access to technology, they don't know how to use English, especially in the in the academia. So I.

For instance, I make them first sit and understand how English is used in academia.

I gave them some notes. Specifically I mean some article, a piece of article, and.

I asked them to, you know.

Uh, read carefully, close reading 1st and I'll ask them to underline some keywords.

And after that, I, I have taken them to the, you know, our liberal, I mean, language lab. And I'll make them understand. I, I have, you know, played the, the exact audio of the paper that whatever I have written or the paper in the previous exercise. And I have made them, you know, listen to this particular thing. And after that, I, I had a good conversation with this students and I, I made them.

Microphone in the language lab. So this is one of the simple example. It is the reason that I have given us this is the the very simple, even though it is a very simple example, it is for the people from the marginalized community. They don't have even a single word. I mean, they don't they don't know even a single, they don't know even how to construct a full sentence in English. So we need a basic step. We need to take the basic step first. Then only I can you know, introduce them complex.

Talk about whatever they have read and what whatever they have you know, heard through their you know.

Theories at all?

Understood, Professor. Let's assess your experience with student evaluation and exam duties. Can you describe your methods for evaluating students effectively, both during examinations and continuous assessments?

Yes, yes, that is of course, I had a very good examination. I had very good experiences as a examiner as well as.

In both both level I, I mean very traditional level as well as I and technologically intervened method also I use so as I mentioned earlier, instead of focusing only on this traditional method of evaluation.

I can give you some example, for instance, in our in our method, one of the college that I have taught earlier, I mean, but I I was working earlier.

We had previously we had a method of giving them, uh, marks for their attendance. So I was on the opinion that why instead of giving marks merely to sit for inside the class, we should give something innovative, something constructive. So I asked them student, like, if you are OK with, you know, presenting a piece of work inside the classroom or writing a journal, a journal article.

Or, uh, I mean, engage teaching in the sense if you want to teach, I can give you marks based on that. So assessment also can be like that also. So this is one of the methods that I use instead of giving, simply giving marks for sitting. I mean, I, you know, attending a class, I mean, it was supposed to give, we were supposed to give 10 or 20 marks was, you know, attendance. So that was not.

Directly, you know, contributing the learning.

Experience of a student, right? So I wanna make ensure that quality. So in order to assess the quality, I gave them some experiences like how to engage class. I gave good marks for the their ability to, you know, decipher some important ideas, topics and all. So this is one of the methods that I am I used for the student assessment.

Thank you, Professor. Could you also elaborate on how you ensure fairness and transparency in the evaluation process?

OK, so these two are very, very important. Fairness, fairness and transparency. So I made students, the students are as I mentioned earlier, I already made myself, my, my thought clear that at the, at the entire evaluation process will be, you know, transparent. I, I after, you know, the evaluation process completed, we will always have discussion and.

Students want to talk with me individually. I, I always, uh, you know, encourage that. And after the evaluation process, we'll have discussion as well, uh, inside the classroom and all the students with their, you know, the earned mark, they can, they'll be able to understand what do they actually make, make mistake or what are the loopholes they have, you know, they can easily find that. And in, in such a way. This is one of the methods that I use to, you know.

Transparency. Unfairness.

Let us proceed to assessing your ability to guide student projects and research. Could you outline your approach to mentoring students in these areas?

I'm really interested in mentoring students. I mean, I am a researcher, teacher and learner interested in interdisciplinary areas of humanities and social sciences. So I use or I employ innovative research methodologies and strategies to enhance the scope of English language learning teaching and of course the the scope of it to enhance the scope of transdisciplinary reset. So my classroom will be.

A constructive, uh, classroom. So if uh, I, I, I'm happily, uh, I'm, I, I'm happily undertake uh, uh, you know, the, the role of a mentor. If, if any student approached me, if, if I'm given any student, as you know.

To any student is assigned to work with me, I will introduce them. I mean based on their ability I will make them to think about.

Less discussed area of research that were the student can contribute to the overall development of the society and at the same time the personal as well as the professional development of the student also must be ensured. Whatever research methodology, whatever research topic that.

Aim of social, social equity, democratic ideals and social justice and at the same time it should make the student to to meet.

Particular student is actually employing must be. Always need to meet the.