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The ancient Tamil poetic corpus of the Caṅam ("The Academy") is a national treasure for Tamilians and a battle-ground for linguists and historians of politics, culture and literature. Going back to oral predecessors probably dating back to the beginning of the first millennium, it has had an extremely rich and variegated history. Collected into anthologies and endowed with literary theories and voluminous commentaries, it became the centre-piece of the Tamil literary canon, associated with the royal court of the Pandya dynasty in Madurai. Its decline began in the late middle ages, and by the late 17th century it had fallen into near oblivion, before being rediscovered at the beginning of the print era. The present study traces the complex historical process of its transmission over some 2000 years, using and documenting a wide range of sources, in particular surviving manuscripts, the early prints, the commentaries of the literary and grammatical traditions and a vast range of later literature that creates a web of inter-textual references and "ations.

Sangam literature --- Tamil literature --- History and criticism. --- Indian history of literature, indian poetry, oral tradition.

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The Akanāṉūṟu is an anthology of four hundred long poems (12-30 lines) on love (akam) that belongs to the Eight Collections (eṭṭuttokai) of the Classical Tamil Caṅkam corpus. Its first book, Kaḷiṟṟiyāṉainirai (“Row of Bull Elephants”), comprising the first one-hundred twenty poems, is here critically re-edited on the basis of the surviving eight manuscripts – among which five are fairly old palm-leaf copies – and of the numerous quotations found in the grammatical tradition. A special layout has been developed to allow the synoptic representation of both extant transmission strands. The edition is accompanied by an interlinear English version and by an annotated translation. The introduction (in English and in Tamil) discusses in detail the history of the text and the editing procedure. Volume 3 comprises an edition of the old commentary, a complete analytical concordance, a glossary and several indexes.

Love poetry, Tamil --- Tamil poetry

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In this publication national and international researchers working in the field of English as a Foreign Language (EFL) education, applied linguistics and educational sciences are presenting their current research in the area of primary EFL teacher education. The starting point of this collection was the general shift in educational research towards the role of teachers as well as towards facets of the teaching profession and their relative contributions to successful and 'good' education. All contributions to this volume focus primarily on hitherto insufficiently researched aspects of the professional development of primary EFL teachers. This book is thus contributing to closing existing research gaps as well as giving impetus for future studies and increasing communication about research on the professional development of EFL teachers in related disciplines. Aside from an overview of teaching primary EFL in Europe and beyond, the contributors are presenting up-to-date research on policy and practice of primary EFL teacher education, in-service training as well as professional competences and beliefs of primary EFL teachers. Edited by Eva Wilden and Raphaela Porsch, this interdisciplinary book provides contributions from Nora Benitt, Henriette Dausend, Ann-Cathrin Deters-Philipp, Janet Enever, Alicia Jöckel, Johannes König, Angelika Kubanek, Sandra Lammerding, Rama Mathew, Günter Nold, Annamaria Pinter, Thorsten Piske, Shelagh Rixon, Andreas Rohde, Henning Rossa, Bianca Roters, Sarah Strauß and Sarantis Tachtsoglou. Generally, I find Eva Wilden and Raphaela Porsch's 2017 edited anthology a gap-filling collection offering a much-needed contribution to the knowledge of primary EFL teachers' professional development from both a German-specific and international perspective. [...] From this perspective, a large group of audience can benefit from the book, including frontline primary EFL teachers, language teacher educators, language policy makers, school leaders, language teacher researchers, as well as any others who are of great interest in primary EFL teacher research. Therefore, this collection deserves my wholehearted recommendation. - Zhiyuan Wang, in: System 72 (2018), pp. 240f.

Lehrerbildung --- Lehrerprofessionalisierung --- Englischunterricht --- Fremdsprachendidaktik --- Englisch in der Grundschule --- English at primary level --- teacher education --- foreign language teaching --- Schulpädagogik --- Pragmatik

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Paratexts are a ubiquitous feature in any manuscript culture, and in premodern South-India they are one of the primary means, in fact often the only one, for attempting to trace transmission history. The word “paratext” may be understood, in this context, as a textual element that mediates and mirrors the relationship between a textual artefact in a manuscript and its environment, that is, the people who conceived, produced, and used it. Paratexts capture the threefold tie a manuscript has with time: firstly, with the time anterior to its production, when the text it carries was composed, secondly, the period when the individual manuscript was copied, and, thirdly, its more or less long history of storage and use. The word can be used as a cover term for a huge number of subcategories that partly overlap with literary sub-genres, which can be arranged by function or by position within the layout of a manuscript.

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