Understanding Gender: A Conceptual Approach to Hindi Language Teaching

Authors: Shalu Kumari, Sukumar Nandi, Bidisha Som

Abstract:

Gender in Hindi language is an integral part of its grammatical structure and reflects broader cultural values. Hindi, like many other Indo-Aryan languages, categorizes all nouns into two genders: masculine and feminine. As a gendered language, Hindi assigns gender to inanimate objects, abstract concepts, and actions, unlike English, where gender is primarily used for animate beings. Also, in languages like French or Spanish, the gender of similar objects may differ. For instance, in Hindi, "moon" (चाँद—chaand) is masculine, whereas in French (la lune), it is feminine. Due to several linguistic, contextual and cultural factors learning the gender system in Hindi can be challenging for non-native speakers. Hence, a structured approach to teaching gender can facilitate understanding and usage. Traditional methods of teaching gender in Hindi often rely on rote memorization. In this light, using conceptualization as a foundation, this paper explores the pedagogical implications of teaching gender in the Hindi language to non-native learners. By leveraging the cognitive processes involved in understanding abstract and cultural concepts, this approach enables learners to grasp the structural and cultural nuances of gender in the Hindi. This approach emphasizes the understanding of conceptual metaphors, schemas, and mental models as a basis for language acquisition. The paper begin with examining the concept of gender in the Hindi language, focusing on the fundamental rules of grammatical gender, and its semantic, and cultural aspects. Followed by discussing the rules governing gender assignment, agreement in nouns, verbs, and adjectives, and the challenges learners face. The paper outlines the principles of conceptualization-based learning, a detailed methodology, and practical strategies for implementation, supported by examples and a discussion of potential challenges. The study highlights effective teaching strategies, such as contextual learning, multimodal learning, concept – based grammar learning, and contrastive analysis with non-gendered languages. The primary aim of the work is to create a framework that can represent the conceptualization patterns of gender in the Hindi language, using the cognitive grammar as a scaffold, and deliver the content digitally, which can be used for both self-learning as well as teacher assisted learning. The framework can also be applied to teaching gender in other languages that use grammatical gender. Additionally, it examines the role of gender-neutral expressions emerging in modern Hindi, reflecting broader societal changes. By addressing linguistic and cultural aspects, this paper aims to enhance the effectiveness of gender in Hindi language instruction, ensuring learners grasp both grammatical accuracy and cultural sensitivity.

Keywords: gender, language learning, language teaching, hindi