Symbolism in Old man and the sea

Name – Shital D Italiya

Roll no – 29

Paper – 10 (American literature)

Topic – Symbolism in Old Man and the Sea

Semester – 3

Submitted to – Smt.S.B.Gardi Department of English

                              M.K.Bhavnagar University

                                      Bhavnagar

Symbolism

 Introduction

                    Old man and the sea by Ernest Hemingway is a great novella with many philosophical ideas. Hemingway is very careful while portraying characters in his works. The novella is centered on one major character Santiago. As the title suggest Santiago is an old man. He is of 75 years old Cuban fisherman. Hemingway has presented the character of Santiago with strong determination will power, hope and confidence.

What is symbolism?

According to Oxford Dictionary

                

            "Symbolism means use of symbols like Object, character use of figure of color to represent abstract idea concept or quality"

                         The element of symbolism is presented in all the works of Hemingway. However, the word symbolism came to be associated with him only after the appearance of his novel “Old man and the sea”. Hemingway’s use of symbols comes to climax in this novel. As a result, the novel is reach in symbolism images and motifs that enhance both the plot and the themes.

Symbolism is an essential literary device used by Ernest Hemingway in his book the old man and the sea. Hemingway uses numerous forms of symbolism but a recurring contour id biblical allusion. Hemingway filled this story with biblical allusion to create a deeper meaning within the text. Knowing biblical allusion allows a reader to have wider perspective of the story.

The major symbols used by Hemingway are as follow.

v Symbolic use of sea.

              The major symbol used by Hemingway in distinctive way is the wide sea. This sea is symbol of life itself. Man has to sail either it is sea or life to go through. According to Hemingway, in both the sea and in life, there are many possibilities and similarities that the eye cannot see. The first similarity between them is that, both the sea and life are full of mystery, surprise, shock and challenge. However man has to fight bravely and nobly until the end.

               Accordingly, it the man is lucky enough, and then he may discover treasure from sea. Likewise if the man is lucky then he will gain love, good family, peace and education. However, if he is unlucky than he may not find even single small fish from the greatest and wide sea.Same case with life.If the person is unfortunate then he struggle and suffer, a lot even for one time meal.

However, either it is like or sea, man has to embark journey and go through it amid all possible odes.

For example- Santiago goes for eighty four days without a single fish but he does not give up. He even continues his journey on eighty fifth days and brings a giant Marlin which shows his victory.

  

 v Symbolic use of Baseball and lion.

                           The novel introduces two important symbols of baseball and lion. These are recurring reference to DiMaggio who symbolizes Santiago’s determination, will- power enthusiasm and physical strength at the age of 75 year. In American baseball history, DiMaggio is the greatest player of baseball of all time. Though he was handicapped physically, he was determined and strong mentally. Santiago’s frequent returns to baseball players DiMaggio empires him to win the battle in spite to old age. The image of the baseball hero playing in pain, giver Santiago renewed vigor and stamina to bear his own pain.

              Thus, DiMaggio in the role model for Santiago and he symbolize triumphant survival.

                  Hemingway has presented lions. They are little cubs who symbolize youthful possibility and great thing to come Santiago often dreams lion playing on African beach. The image of them always makes Santiago happy. They have his good company just like mandolin. The appearance of lion suggests great strength, nobility, aspiration, victory and ambition. According to the novelist Hemingway,

“He no longer dreamed of storms, or of woman, nor of accordance nor of great fish… did he only dream of places now and then lion on the beach.”

           Santiago’s dreams of lion suggest circular nature of life and harmony between two opposite force like death, love and hate, destruction and regeneration of nature.

v  Symbolic use of Marlin and Shark.

               Marlin a magnificent and glorious fish symbolizes the mysterious world of sea which is full of surprise and challenge.

              Secondly, the marlin symbolizes the ideal and worthily opponent. Even Santiago findshimlucky to match against a creature like marlin because it is his battle with marlin that brings out the best in him. Santiago realizes his strength, courage, love and respect due to marlin.

                 Thirdly, it is only due to marlin, both Santiago and even we realize the unexpected world of sea. Santiago is shocked when he realize marlin’s size power and determination. He is pulled by marlin for a large portion.

A part from this, marlin is even presented as a Christian allegory. Marlin is as calm and cool as lord as Jesus was. Though it is hooked by Santiago, it is not attacked on him instead of tries to guide its followers to win him over. Moreover marlin is also described as s great source of food for other. It means it sacrifices itself so that other may live and survive.

                    However the sheiks are in great contrast to marlin. The shoved nose shark has attacked the marlin thoughtlessly. They symbolize the destructive force of the universe. They stand for evil.

                      Fish can resemble the Christian faith in this book. Fish are the antagonist of Santiago. Santiago may find the fish as his brother but through the tension of opposites within destruction and defeat fish bring out the best in Santiago. This tension makes Santiago feel a love for fish the fish while struggling against the fish. He has to work hard for them and they are the force that pain him through his crucifixion and allows for his later resurrection.

                       Throughout the story Santiago has faith and perseveres that he will catch fish like the other entire fisherman. Near the end sharks start killing all of the fish. The shark resembles the evil of the world trying to pick away at him. Santiago never gives up on catching his faith though even if the flesh is eaten off he still wants to finish what he started. Santiago finally catches his fish on Monday also known as “Good Friday’’ the day of sacrifice. Ehen he caught the fish he did not do it for the pride of the fish itself, he did it for a personal sense. This can portrays the image that evil may be able to try and break apart people and their faith. Evil can never truly take away the bones or the morals that are the structure of the real faith.

v Symbolic use of numbers like three, seven, forty and eighty five.

 The numeric symbolism in the novel ‘’the old man and the sea’’ seen to be religious. Numbers of figure like three, seven, forty and eighty five have special significant I the bible.

Example-when the novel opens, we come to know that Santiago has unsuccessfully fished for forty days. This figure is considered unlucky in the bible 

.

                Then Santiago’s fight with great fish marlin lasts for three days. Thus figure symbolizes struggle in the bible.

There is reference to figure eighty five which is considered to be lucky and good figure. Even Santiago remarks;

	“Eighty five is a lucky number’’

 

  Thus, such figures are biblical allegory in the novel.

v Santiago; symbol of crucifixion and Christianity.

                         Many times, stories by Hemingway have much religious influence and symbolism. In the old man and the sea, by Ernest Hemingway, numerous occurrences in the life of Santiago the fisherman are similar to the incident recorded in the life of Jesus of Nazareth. The names of the character translated from Spanish to English are just one of those many similarities.

                        In the story, there are many references to the crucifixion of Jesus. Santiago’s badly injured hand evokes the hands of the crucified Jesus and three other situations reinforce this theory first, Santiago’s marlin is approached by a pair of shovel nosed sharks.

 According to Carlos Baker

“Santiago shows certain qualities of mind and heart; which are clearly associated with the character and personality of Jesus Christ in the gospel stories’’.

             In order to suggest the profundity of the old man’s sacrifice and glory, Hemingway purposefully present Santiago likes a Christ, crucification imagery is the most eye- catching in the novel.

Example- Santiago’s suffering and pain reminds use of Christ’s suffering. In the very beginning when his palms are cut by fishing lines and at last when he collapses on his bed, at that time, we remind of the image of Christ suffering on the cross 

           In short, Santiago has essentially Christian virtues like humanity, sacrifice, love, respect etc.

                     There are continuous steams of points that imply to a reader that the character Santiago is like Jesus. Throughout the book Santiago displays many key characteristics like Jesus. Santiago also has many relation and makes actions like many said that Jesus would have. One act is “he then shouldered the mast and started to climb. It was then he knew the depth of his tiredness’’. This resembles the crucification of Jesus. The mast can resemble the cross as Santiago climbs a hill like Jesus did before his crucification. Actions like these are what set the biblical setting of this book through the comparison of Santiago to Jesus. This comparison makes the reader able to make more connections building the tension of opposite like good and evil in the story.

                    Santiago lives his life as Jesus. Santiago has the sense of sacrifice and moral dignity. In this book there was a quote where Santiago “had the deep- creased scars from handling heavy fish on the cords. But none of these scars were fresh’’. Santiago had scars in his hands from catching the fish. There are more connections to this quote like how his scars are similar to Jesus’ scars from where his hands were nailed to the cross.

                      Santiago sacrificed his in the story to catch fish. Fish has been referred to as the Christian faith. This could build a larger connection that Jesus sacrificed his flash to catch the faith of his people and Sheppard them to enlightenment. Santiago also has similar process as to catching the fish. Santiago has deeper personal meaning of fishing and this is why he does not s          how off his fish like the rest of the fish.

                      The old man and the sea is biblical allusion. There are multiple themes that the core of this book. An example that has been illustrated by Ernest Hemingway is Santiago being like Jesus. This shows that the story is biblical allusion. Overall throughout the book fish is the main catalyst of biblical allusion of Christianity. Finally the example of Santiago and his self sacrifice create a more precise system of moral dignity.

                      Santiago climbs the hill to his shack, with the mast on his shoulder, falling several times. This is an obvious reference to Christ’s struggle to carry the cross up the hill cavalry.

v Personal allegory

                    The novel old man and the sea can be read as personal parable and a universal allegory. Hemingway has given biographical touch to the character of Santiago which brings personal allegory in the novel. Santiago serves as a metaphor for the creative artist like Hemingway. There is similarity between them.

Example- Santiago struggles a lot to prove his talent in fishing art. 

                    Likewise ever Hemingway struggles a lot to prove his writing talent. They both believe that mere one record is not enough in the life. We have to struggle till end.

                         A part from all these Hemingway has used his characters symbolically Santiago is symbol of determination, will power and strength, he proclaims,

	“Man is not made for defeat; a man can be destroyed but not defeated.”

 

                Likewise little mandolin is symbol of the next generation of fisherman and symbol of love, devotion, care and respect.

                     Hemingway’s factual use of symbols in the old man and the sea has provided him the great symbolist. In American literature, it is because of the rich symbolism. The novel is often considered as

	“The classic of American literature; the classic of this generation.’’

 

v The Mast

                    The mast is an obvious allusion of cross of Jesus. It is on his skiff, where stands the mast, that Santiago suffer. Santiago suffers at sea for three days with painful injury to the palm of his hand and his back.

v Manolin

                   Santiago’s young friend represents hope. Although Manolin’s father prohibits him from fishing with Santiago. Who is believed to be cursed, Manolin never abandons him emotionally. It can be argued however that as Santiago fishes without hopes. The 84 day fishless streak attests to it.

v The lost harpoon

                    Santiago lost his harpoon as he finds a shark, symbolic of individual who lose their faith as life’s goes attack. Much like Santiago without harpoon, those without faith are defenseless.

Bilingualism

Name – Shital D Italiya

Roll no – 29

SEM – 3

STD – M.A

Paper – 12(English language teaching)

Topic – Bilingualism

Submitted to – S.B.Gardi Department of English

                          M.K.Bhavnagar University

                                  Bhavnagar

Bilingualism

Introduction

       To study bilingualism is to study the interaction between linguistics, psycholinguistics, sociolinguistic, pedagogy and the real world of language politics and policy. To be able to appreciate such interaction in changing times and adjust classroom practice in the light of changes is the hallmark of a profession language teacher.We defines bilingualism as having some ability to use two or more languages.

Across the globe, the majority of the population is either bilingual or multilingual. In Australia, over 200 different languages are spoken, with roughly 19% of the population speaking a language other than English.There are varying degrees of bilingualism, and you don't have to speak both languages with equal fluency to be considered bilingual. In fact, native-like proficiency in both languages is rare. Most people will have a 'dominant' language.

This doesn't stop children from reaching a level of bilingualism that suits their lifestyle and needs. A child may be a passive bilingual - he or she has the ability to understand a second language but is unable to reply in that language.

v  What is bilingualism?

“Bilingualism refers to the phenomenon of competence and communication in two languages”.

       A bilingualism individual is someone who has the ability to communicate in two languages alternately. Such an ability or psychological state in the individual has been referred to as bilinguality. A bilingual society is one which two languages are used for communication. In a bilingual society it is possible to have a large number of monolingual (those who speak only one of the two languages used in that society.) There is therefore a distinction between individual bilingualism and social bilingualism.

Bilingualism

1.    Monolingual or communicative

2.    Relative competence in two languages.

3.    Domains

4.    Components

         A part from bilingual abilities involving two languages, individual may also have bidialectual or biscriptual abilities within one language. Bidialectualism refers to the phenomenon where by someone can communicate in more than two dialect of the same language.

Example- Cantonese and Putonghua for Chines speaker.Biscriptual ability to read more than one script of the same language.

The Chinese speaker can be written both in the new simplified script and the traditional complex script.

v  Background

ü  Monolingual speaker hearer competence

ü  Greater vigour

ü  Contact linguistics

ü  The ultimate locus of contact

ü  Psycholinguistic study of bilingualism.

v  Two types of Bilingualism.

v  Bilingual Education.

              Bilingual education using the media of instruction and having bilingualism as a goal of education. Educators are concerned about the types of teaching programme and classroom technique that can facilitate the development of bilingual abilities. A whole range of bilingual model is now available. It became bilingual help for the learner to develop positive attitude to their native language and themselves, this phenomenon is called additive bilingualism. If they develop negative attitude towards their own languages in the process of becoming bilingual, then it is called subtractive bilingualism. Some researchers have related this positive and negative attitude to cognitive advantages and disadvantages.

v  Research

           Although the acquisition of two languages is not a twentieth century phenomenon, the study of bilingualism, as outlined above, is a relatively modern discipline. In fact, until the middle of the twentieth century most scholarly efforts were not spent on understanding bilingualism as a phenomenon.

         Most linguists in the 1970 were still working within Chomsky’s (1965) approach to linguistics which was not design to handle mixed language output. Most of the early impetus for research into bilingualism came instead from studies in bilingual education. This in turn was the result of a mixture of interacting effect from post war population movements.

       In America the bilingual act was passed in 1968, while in Canada the official languages act was adopted in 1969. Likewise in multilingual India the three language formula was first devised in 1956 and modified in 1961. Similar event took place in other countries well into the 1970s.

       As a part of many pilot programmes in bilingual education model for facilitating bilingual development in school have been developed. A review of all the models shows that they hinge on two main issues.

1.    Whether the non-dominant language is used as a medium of instruction.

2.    Whether the non-dominant language is valued as a cultural asset worth acquiring for itself.

v  Bilingual education model.

1) The submersion model of bilingual education is the non-dominant language is neither valued nor used as a medium of instruction.

2) Transitional Bilingualism is that non dominant language used as medium of instruction for a period but is not eventually valued as a target language.

3) Heritage language programme; the non-dominant language is not used as a medium of instruction but is valued as a target language to be learned.

4) The language is valued as a target language and also use as a medium of instruction for same subject.

  A part from general discussion of bilingualism and bilingual education, usually in primary or secondary school settings. There is also a body of research for sub areas, such as bilingualism and language contact; cognitive processing in bilingual and even what parents can do at home to help children became bilingual.

v  Bilingual in social context.

       When two languages are used in the same community there might be the adoption of vocabulary items or phrases from one language while a person is communicating largely in the other. Lexical borrowing may be quite superficial in that the linguistic system is fairly unaffected. The bilingual person’s output is still largely recognisable in that the linguistic system is fairly unaffected.

v  Bilingual memory system.

1) Coexistent bilingualism represent two languages are kept separate.

2) Merged bilingualism is the representations of the two languages are integrated into one system.

3) Subordinate bilingualism is L2 and it is based on the representation of L1.

Ervin and Osgood refer to the first type as co-ordinate bilingualism and the second as compound bilingualism. They consider the third type as a form of the second type since the mental representations of L2 are based on L1 and are therefore not separately stored.

v  Bilingualism in practice.

The recognition of bilingualism as social, individual and linguistic phenomenon has several implication for educational practice. To begin with, teachers have to appreciate the sociolinguistics circumstances surrounding the development of bilingual competence in their student. If they are in position of power and influence, they could try to propose to their government or institutions education model appropriate for their circumstances.

v  Advantages of bilingualism.

           First of all, bilingualism promotes overall cognitive development because a bilingual individual encounters the world from two different language perspectives, which prevents them from having a limited experience. Plus, this extended way of thinking facilitates the approach to cognitive problems and higher levels of abstract thinking.

§  It gives you access to two cultures and makes you more tolerant and open to others. By being able to communicate in two languages, you are free to learn about diverse cultures, traditions and social behaviours as well as be a part of them. People who speak two languages have two windows open to the world to enrich their life.

§  Being bilingual makes it is easier to travel, find a job and belong to this new global world inside and outside of the U.S.

§  Studies have shown that bilingual people have better task switching capacities because of their acquired ability to inhibit one language while using another. In other words, speaking two languages forces your brain to recognize two different languages systems. So, basically, you become smarter. Did you know that people who speak more than one language tend to make fewer errors in their driving? A side benefit, but a benefit nonetheless!

§  According to Livingbilingual.com, being bilingual “promotes mental agility and helps delay neurological disorders like dementia and Alzheimer Disease.” According to some studies, monolingual adults tend to show the first signs of dementia at the average age of 71. This is in contrast to bilingual individuals who show their first symptoms around 76 years old.

• Bilingual adults and children seem to have social and emotional benefits like being able to internalize negative states like anxiety, aggression, anger, loneliness or low self-esteem less frequently. They have greater tolerance and less racism. It seems likely that bilinguals would be more tolerant of differences and more open to diversity.
• Globalization makes bilingual individuals more valuable in their future search for work. Bilinguals may also be bridge-builders between different language communities, so they are essential for personal and professional networking.  Studies show that bilinguals earn more money on average in the United States. As companies become more international, there is a greater need for employees who are fluent in more than one language.
• You will find it much easier to learn a third language when you are bilingual. Plus, your English will be enhanced as you are more aware of language structures, grammar, and literacy and language skill
• According to a study, bilinguals tend to make better rational and financial decisions.
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v  How do children become Bilingual?

ü  There are several ways to bring up your child with more than one language.

        1)    The One Person-One Language pattern is a common way of doing it. This pattern is primarily used by families in which parents speak different native languages. For example, the family might live in Australia and the mother may speak English (the majority language) to the children, but the father might be from Switzerland and choose to speak his native languages, Swiss-German (the minority language), the children.

This pattern has a lot of advantages, as parents are able to connect with their child in their own languages and the child is able to speak both languages, but it does require some planning and persistence.

            Parents who want their children to do really well in the minority language should aim to offer a higher level of exposure to that language. Be consistent with your language choice, and support each other when using it in and outside the home.

         2)    Another common way to bring up your child bilingually is when parents speak the same minority languages. This is sometimes called the Minority language pattern. For example, two parents might have migrated from Peru to Australia, and speak Spanish to their children, while their children go to an English speaking school.

This method has the advantage that children receive larger exposure to the minority language through both parents. However, as parents, you may often feel pressure from others in the community to stop speaking your home language to your children. You need to remember the advantage of bilingualism and commit yourself to promoting and maintaining it.

v  Myth and misconception about bilingualism in child learning.

                          While there are many advantages to be had through bilingualism, there are several myths and misconceptions which worry parents and carers. Some of these myths may be familiar.

ü  Myth 1: "Children will be confused"

               Children are very capable of learning two or more languages simultaneously. They can also demonstrate they can distinguish between two languages at a very young age. Your children will learn quite early on that they need to speak German to Grandma, but English to the teacher.

ü  Myth 2: "The child's English will suffer"

                          It has been shown that knowledge of a home language can actually help with the acquisition of the language of the community, for example English in Australia. Children with a solid foundation in their home language go on to learn the majority language more proficiently and achieve higher academic success than those whose home language is not well supported.

ü  Myth 3: "Children will have problems reading and writing"

            Studies have shown that bilingual children who are exposed to two writing systems go on to achieve high levels of reading and writing, and may even have a better understanding of the relationship between linguistic forums and meaning than their monolingual peers.

ü  Myth 4: "Bilingualism delays language acquisition"

              There is little evidence to support this statement. Research shows that bilingual children acquire language at the same rate as monolingual children. Some bilingual children may start speaking a bit later than their peers, but then so do some monolingual children! 

                                A child may have basic bilingualism - when they can speak with family members and other adults but are behind monolingual children of the same age. Or they may have native-like ability - where their level of spoken language is hard to tell apart from their monolingual peers.

                            Whatever degree of proficiency you achieve, bilingualism or multilingualism can be a positive and enriching part of life. Especially for children and families who speak two or more languages either in the home or in the community.

v  Current and future trends and directions.

                    In the study of bilingualism was initially motivated by an educational needs, and so had a strong pedagogical orientalism in the early work, research in the last decades has brought together the theoretical approaches from several disciplines. This multidisciplinary approach to bilingualism has proved healthy and is likely to continue to be adopted.

                    While bilingual education might have been the goal in the 1970, at the start of the twenty first century there is the call for multilingualism and multilingual education, to be a new target. In multilingual education the implication for the language in the teacher, as well as administrative arrangements for classes streamed according to learners’ L1s are even more creative solution.

v Conclusion

                        The multifaceted nature of the phenomenon of bilingualism needs to be fully appropriate for any pedagogical programme designed to foster bilingual development to succeed. To study bilingualism is to study the interaction between linguistics, psycholinguistics, sociolinguistics, pedagogy and the real world of language politics and policy. To be able to appropriate such interactions in changing times and adjust classroom practice in the light of changes is the hallmark of a professional language teacher.