Each number is the catalogue of a specific school or college of the University.

This is an open access book. The rapid advancement of technology has created new civilization in this digital era which affects almost all aspects of life including language, literature, culture, and education. The digital era brings opportunities as well as challenges that people have to deal with. Thus, some adjustments need to be done in order to keep up with those changes. Studies on language, literature, culture, and education need to be continuously conducted and developed to revitalize those aspects in facing the dynamic changes of the digital era. In relation to this, Faculty of Language and Literature Education, Universitas Pendidikan Indonesia (FPBS UPI) hosts this year’s International Conference on Language, Literature and Culture (ICOLLITE) with the theme “Revitalization of Language, Literature, Culture, and Education in the Digital Era” as a forum for experts and professionals to share their research, ideas, and experiences on this issue. Presenters and participants are welcome to discuss and disseminate current issues and offer solutions to the challenges of our time. Discussions on current trends in digital literacies are expected to pave way to learn from each other for betterment as one big society of humankinds, regardless of their social, economic, and cultural backgrounds.

Walter Cohen argues that the history of European literature and each of its standard periods can be illuminated by comparative consideration of the different literary languages within Europe and by the ties of European literature to world literature. World literature is marked by recurrent, systematic features, outcomes of the way that language and literature are at once the products of major change and its agents. Cohen tracks these features from ancient times to the present, distinguishing five main overlapping stages. Within that framework, he shows that European literature's ongoing internal and external relationships are most visible at the level of form rather than of thematic statement or mimetic representation. European literature emerges from world literature before the birth of Europe-during antiquity, whose Classical languages are the heirs to the complex heritage of Afro-Eurasia. This legacy is later transmitted by Latin to the various vernaculars. The uniqueness of the process lies in the gradual displacement of the learned language by the vernacular, long dominated by Romance literatures. That development subsequently informs the second crucial differentiating dimension of European literature: the multicontinental expansion of its languages and characteristic genres, especially the novel, beginning in the Renaissance. This expansion ultimately results in the reintegration of European literature into world literature and thus in the creation of today's global literary system. The distinctiveness of European literature is to be found in these interrelated trajectories.

The mother tongue of the Roman Empire and the lingua franca of the West for centuries after Rome’s fall, Latin survives today primarily in classrooms and texts. Yet this “dead language” is unique in the influence it has exerted across centuries and continents. Jürgen Leonhardt has written a full history of Latin from antiquity to the present, uncovering how this once parochial dialect developed into a vehicle of global communication that remained vital long after its spoken form was supplanted by modern languages. Latin originated in the Italian region of Latium, around Rome, and became widespread as that city’s imperial might grew. By the first century BCE, Latin was already transitioning from a living vernacular, as writers and grammarians like Cicero and Varro fixed Latin’s status as a “classical” language with a codified rhetoric and rules. As Romance languages spun off from their Latin origins following the empire’s collapse—shedding cases and genders along the way—the ancient language retained its currency as a world language in ways that anticipated English and Spanish, but it ceased to evolve. Leonhardt charts the vicissitudes of Latin in the post-Roman world: its ninth-century revival under Charlemagne and its flourishing among Renaissance writers who, more than their medieval predecessors, were interested in questions of literary style and expression. Ultimately, the rise of historicism in the eighteenth century turned Latin from a practical tongue to an academic subject. Nevertheless, of all the traces left by the Romans, their language remains the most ubiquitous artifact of a once peerless empire.

SIKKIM, the tiny Himalayan Kingdom came in existence in 1642 A.D. with a much larger area than it was in 1975 A.D. before it s integration in the Kingdom was the whole of Limbuwan, now the eastern most part of Nepal, southern parts of Tibet Autonomous region of China from Nathu La and Jelep La to the Tang La beyond Phari Jong, western Bhutan up to the watershed range between the Ammo Chu Valley and Har Chu Valley, and the northern plains of West Bengal as far south as Titalaiya and Purnea of Bihar. The Kingdom disintegrated in eight phases in different period of time when it s considerable areas were annexed by Bhutan, Nepal, China and British India of those days, and was finally integrated as one of the States of Indian Union in 1975 A.D. thereby loosing it s identity as a Himalayan Kingdom. The book provides insight into the history of its existence as the Himalayan Kingdom and it s disintegration in various phases, ethnicity, culture and customs of the people of Sikkim. About The Author: - Mr. Jash Subba, a post graduate in agricultural science from IARI. New Delhi, is a prolific writer and critic. Born in 1949 at Hee, one of the villages of Sikkim joined Agriculture service and has retired from Government Service in 2007 after 32 years as Principal Director Agriculture. During his long period of service he held a number of posts in the State Government and has contributed a lot for the development of agriculture and horticulture. He has also worked as consultant to FAO, SARD-M project, and is an expert on sustainable mountain farming systems. Besides, he has eighteen books in his credit on diverse subjects ranging from agriculture, horticulture, biodiversity, culture, anthropology, religion and philosophy. He has also contributed a number of articles and participated in seminars in the country and abroad. Contents: - Foreword Acknowledgement Acronyms Chronology History and Culture Land, People and Livelihood Landscape, Agricultural Ecosystems and Sac

Culture and Cultural Politics Under Reza Shah presents a collection of innovative research on the interaction of culture and politics accompanying the vigorous modernization programme of the first Pahlavi ruler. Examining a broad spectrum of this multifaceted interaction it makes an important contribution to the cultural history of the 1920s and 1930s in Iran, when, under the rule of Reza Shah Pahlavi, dramatic changes took place inside Iranian society. With special reference to the practical implementation of specific reform endeavours, the various contributions critically analyze different facets of the relationship between cultural politics, individual reformers and the everyday life of modernist Iranians. Interpreting culture in its broadest sense, this book brings together contributions from different disciplines such as literary history, social history, ethnomusicology, art history, and Middle Eastern politics. In this way, it combines for the first time the cultural history of Iran’s modernity with the politics of the Reza Shah period. Challenging a limited understanding of authoritarian rule under Reza Shah, this book is a useful contribution to existing literature for students and scholars of Middle Eastern History, Iranian History and Iranian Culture.

Language, Literature and the Learner is an edited volume evolving from three international seminars devoted to the teaching of literature in a second or foreign language. The seminars explicitly addressed the interface between language and literature teaching to investigate the ways in which literature can be used as a resource for language growth at secondary, intermediate and upper-intermediate level. This book presents the reader with a practical classroom-based guide to how the teaching of language and literature, until recently seen as two distinct subjects within the English curriculum, can be used as mutually supportive resources within the classroom. Through essays and case studies it reports on the most recent developments in classroom practice and methodology and suggests ways in which the curriculum could be reshaped to take advantage of this integrated approach. The text will be essential reading for students undertaking PGCE, TESOL/MA, UCLES, CTEFLA, RSA and Teachers' Diploma courses worldwide. Students of applied linguistics, those on stylistics courses and undergraduates studying English language will welcome it as accessible supplementary reading.

This interpretive dictionary introduces the critical and theoretical world of distinguished literary and cultural critic Edward W. Said through the crucial terms and concepts central to his work. Compares and contrasts Said's perspective with other key theorists, such as Derrida, Spivak, Foucault, and Jameson Describes the crucial terms and concepts central to Said's work Places the development of Said's work within its historical context