SUDHARSANAM

VIDYAASHRAM
(CBSE Affiliation No.1930715)
ISO 9001:2015 Certified Institution

ENGLISH
CLASS 12TH ENGLISH (CBSE)

Submitted by : S.Aswin
Reg. No :

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 ENGLISH PROJECT
ON
THE LAST LESSON

SUBMITTED TO CBSE FOR THE FULFILLMENT OF REQUIREMENT

OF AISSCE 2024-25

GUIDED BY SUBMITTED
BY
S.
ASWIN
Ms.Shanthi
(PGT English) CLASS-XII SEC-A
REGISTER NO-

YEAR - 2024-2025
SUDHARSANAM VIDYAASHRAM
VEERARAGHAVAPURAM
THIRUVALLUR

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 BONAFIDE CERTIFICATE

REGISTER NUMBER

This is to certify that S.ASWIN , a student of class XII “A “has

successfully completed the research on “The Last Lesson-the theme of

Linguistic Chauvinism and procrastination and the importance of Time

Management” under the guidance of Ms.Shanthi (PGT-ENGLISH)

during the year 2024-25.

Submitted for All India Senior Secondary School Certificate for Internal

Examination held on ____________

Internal Examiner

Ms.Shanthi

Date: Signature of Principal

ACKNOWLEDGEMENT

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 Primarily I am grateful to Almighty for giving the
strength to successfully carry out my project and for
sustaining my efforts which many a times did oscillate.
I wish to express my deep gratitude and sincere
thanks to the Principal, Mr.C.B.Santosh kumar, for his
encouragement and for all the facilities that he provided
for this project work. I sincerely appreciate this
magnanimity by taking me into his fold for which I shall
remain indebted to him.
I extend my hearty thanks to Ms.Shanthi, the English
teacher who guided me to the successful completion of
this project. I take this opportunity to express my deep
sense of gratitude for her invaluable guidance, constant
encouragement, and immense motivation, which have
sustained my efforts at all stages of this project work.
I can’t forget to offer my sincere thanks to my parents
and friends who have helped me with their valuable
advice and support, which I received from them time to
time. Last but not the least; I would like to thank my
classmates who have helped me a lot.

Date: ------------ ---------------------------

INDEX

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S.NO. CONTENTS PAGE NO

1 ACKNOWLEDGEMENT 4

3
2 CERTIFICATE OF COMPLETION

6
3 OBJECTIVE

7
4 INTRODUCTION

8-13
5 THE THEME OF LINGUISTIC
CHAUVINISM AND
PROCRASTINATION AND THE
IMPORTANCE OF TIME
MANAGEMENT
COLLECTING DATA ABOUT 14
6
COUNTRIES WHERE PEOPLE HAVE
LINGUISTIC CHAUVINISM
TENDENCIES

QUESTIONNAIRE-HOW DO THE 15
7
OTHER COUNTRY PEOPLE GIVE
IMPORTANCE TO THEIR MOTHER
TONGUE?

16
8 REFERENCE

17
9 BIBLIOGRAPHY

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 OBJECTIVES

*It helped me to develop and integrate

the use of English

*It helped to develop moral values like

peace, brotherhood, etc.

*It helped to make me a more creative

and critical thinker

*It also helped me to enhance my

research and vocabulary skills

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 INTRODUCTION
Franz, the narrator, is a lazy French boy
who dislikes his French teacher, M.
Hamel. However, on M. Hamel's last day
of teaching, Franz learns that the German
language will now be imposed in his area,
Alsace and Lorraine, following Berlin's
orders. This revelation, coupled with M.
Hamel's long dedication to teaching,
sparks a newfound interest in Franz to
learn French. As he attends the final
lesson, Franz's hatred for M. Hamel
transforms into respect, and he realizes
the importance of preserving his
language as a form of resistance against
oppression. M. Hamel passionately
emphasises upon the beauty and logic of
the French language, linking it to
patriotism and the struggle for freedom.
The villagers regret not learning their
mother tongue earlier, recognising its
significance in their defeat and vowing to
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guard it against cultural suppression. The
story highlights the transformative power
of education, patriotism, and the intrinsic
connection between language and
identity.
The theme of Linguistic Chauvinism and
procrastination and the importance of
Time Management
i) FREEDOM OF SPEECH AND EXPRESSION

The theme of freedom of speech and expression is a fundamental human

right that enables individuals to freely communicate ideas, opinions, and
beliefs without fear of censorship or repression.

1. Expression of Identity and Culture: Language and expression

are deeply intertwined with identity, culture, and heritage. When
people are free to speak their language, share their traditions, and
express their viewpoints, they maintain a strong sense of self and
cultural continuity. In The Last Lesson, this theme is prominent as
the people of Alsace are forced to abandon their language. The
imposition of German suppresses not only their ability to
communicate freely but also their cultural identity, showing how
linguistic control can become a tool for cultural suppression.
2. Empowerment and Voice: Freedom of speech empowers people
to question, challenge, and seek change. In societies where
freedom of expression is respected, individuals can discuss
government policies, social issues, and personal beliefs without
fear of retribution. This freedom ensures that marginalized voices
have a platform, enabling a more just and equitable society. In The
Last Lesson, the loss of linguistic freedom removes the villagers'
power to voice their thoughts in their native language, symbolizing
a broader loss of control over their lives and futures.
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 3. Role in Social and Political Change: The ability to express
oneself freely often acts as a catalyst for social and political
transformation. History shows that many movements for change,
including civil rights and independence struggles, have relied on
the freedom to speak out. Restrictions on language and expression,
as shown in The Last Lesson, demonstrate how authoritarian
regimes may attempt to control the narrative by limiting people's
ability to communicate and mobilize.

The theme of Linguistic Chauvinism and

procrastination and the importance of
Time Management
ii) Linguistic chauvinism

Linguistic chauvinism refers to the belief that one's language is superior

to others, often leading to the oppression or dismissal of other languages
and cultures. In The Last Lesson by Alphonse Daudet, linguistic
chauvinism is a central theme, as the Prussian authorities impose
German on the French-speaking people of Alsace and Lorraine, banning
French in schools.

1. Imposition of Power and Control: The Prussians' decision to

force German onto the people of Alsace symbolizes an attempt to
control not just language but the minds and identities of the
conquered population. By removing French from schools, they aim
to suppress French cultural identity, demonstrating how linguistic
chauvinism is a form of cultural imperialism. This control over
language becomes a way of enforcing political dominance,
suggesting that language itself is a powerful tool of authority.
2. Loss of Identity and Heritage: Language is more than a medium
of communication; it carries history, values, and a collective
identity. The enforced change from French to German is a direct
assault on the villagers' sense of self, as language is deeply tied to
personal and cultural heritage. Through this lens, linguistic
chauvinism in the story underscores the pain of losing one’s

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 heritage, as the villagers realize that their language, and therefore
their cultural identity, is being erased.
3. Psychological Impact on Individuals and Communities: For
Franz, the young protagonist, the sudden mandate to stop learning
French leads to regret for taking his language for granted. This
reflects how linguistic chauvinism impacts individual self-worth
and community morale.

The theme of Linguistic Chauvinism

and procrastination and the
importance of Time Management
III) PROCRASTINATION-CAUSES AND EFFECTS
Procrastination plays a subtle yet impactful role, especially in the life of
the protagonist, Franz. This theme is woven through Franz’s regret for
taking his French lessons and teacher, M. Hamel, for granted until the
very last moment.
Causes of Procrastination
1.Complacency and Taking Time for Granted: Franz assumed he
could always learn French “tomorrow.” He didn't value the
lessons, thinking he had ample time. This reflects a common cause
of procrastination — assuming that time is unlimited and that
there will always be another chance to complete what we
postpone.
2. Disinterest and Distraction: Franz was often distracted by more
enjoyable activities, like playing outdoors instead of studying
French. This lack of interest in the subject is another common
cause of procrastination, where people delay tasks they find
unappealing or difficult in favor of immediate pleasures.

Effects of Procrastination

1. Regret and Missed Opportunities: The announcement of the last

lesson brings a sudden realization to Franz and his classmates that
they missed out on valuable learning opportunities by neglecting
their studies. Franz deeply regrets not learning his language

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 sooner, understanding that he can no longer make up for lost time.
This regret represents the emotional impact procrastination can
have.
2. Loss of Connection to Language and Culture: By putting off
learning French, Franz now faces the loss of his native language
due to the Prussian mandate to teach only German. This language
shift signifies the permanent cultural impact of procrastination, as
he can no longer access his language in school.

The theme of Linguistic Chauvinism and

procrastination and the importance of
Time Management
IV) TIME MANAGEMENT-ACHIEVING TASK /GOAL ON
TIME

The Last Lesson by Alphonse Daudet, the theme of time management

emerges through the characters’ regret and newfound awareness of the
value of time, especially when they realize they have taken their
language and education for granted.

1. Regret for Wasted Time: Franz, the young protagonist, feels deep
regret for not paying attention to his French lessons and for
wasting time when he had the opportunity to learn. When he
realizes this is his last chance to study French, he wishes he had
managed his time better, reflecting the importance of valuing time
before opportunities are lost.
2. Awareness of Limited Time: M. Hamel, the teacher, also
embodies this theme. In his last lesson, he conveys his regret for
not dedicating more time to teaching students effectively. He
acknowledges moments when he allowed distractions, such as
giving students time off to water his garden, instead of maximizing
their learning. This demonstrates how recognizing the limits of
time can push one to make better, more meaningful use of it.
3. Importance of Seizing the Moment: The final lesson becomes a
symbol of the need to seize every moment fully. Franz and the

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 villagers gather with a heightened sense of focus, intent on
absorbing all they can. This shift in attitude shows the importance
of making the most of the present, especially when the future is
uncertain or when circumstances change abruptly.
4. Consequences of Procrastination: Franz’s story is a reminder of
the consequences of procrastination. Having taken his studies
lightly and assumed he’d have more time to learn French, he now
faces the painful realization that he can no longer learn his native
language in a formal setting.

The theme of Linguistic Chauvinism and

procrastination and the importance of
Time Management
V) Franco-Prussian War

The Franco-Prussian War (1870–1871) provides the historical backdrop

for Alphonse Daudet's The Last Lesson in CBSE Class 12 English. This
war between France and Prussia ended with the defeat of France, leading
to the annexation of the French-speaking regions of Alsace and Lorraine
by the newly unified German Empire.

1. Loss of Territory and Culture: With Alsace and Lorraine ceded

to Germany after the war, the French-speaking residents found
themselves under foreign rule. This shift is felt deeply by the
characters in the story, who suddenly face restrictions on their
language and culture. The decision to enforce German in schools
represents a deliberate attempt to erase French culture in these
newly acquired territories, illustrating the cultural consequences of
the Franco-Prussian War.
2. Language as a Symbol of Resistance: In the face of losing their
cultural identity, the French people of Alsace, as represented by M.
Hamel and his students, hold onto their language as an act of
resistance. M. Hamel’s final lesson becomes a symbol of defiance
against the oppressive policies imposed by the Prussian authorities.
By teaching French one last time, he underscores the importance of

12
 preserving one's heritage, even when faced with foreign
domination.
3. Awakening of Patriotism and Regret: Franz, the young
protagonist, represents the ordinary citizen suddenly confronted
with the loss of his homeland's freedom. Initially indifferent, Franz
realizes the value of his language and culture only when they are
about to be taken away. This theme of regret over lost freedoms
mirrors the broader sentiment among the French after the Franco-
Prussian War, as they faced the consequences of defeat and foreign
rule.

The theme of Linguistic Chauvinism

and procrastination and the
importance of Time Management
VI) Historical References of Events wherein
linguistic identity was threatened/snatched

Irish Language Suppression (17th–19th centuries): British policies,

like the Penal Laws, aimed to eradicate Irish Gaelic, anglicizing the
education system to diminish Irish cultural identity.

Native American Boarding Schools (19th–20th centuries, North

America): Indigenous children were forced into schools that prohibited
native languages, attempting to assimilate them into Western culture and
erasing Indigenous identities.

Russification in the Russian Empire (19th century): Russian was

imposed on ethnic groups like Poles and Ukrainians to assimilate them
and reinforce Russian dominance.

Franco’s Spain (1939–1975): Catalan, Basque, and Galician languages

were banned under Franco's regime to enforce Spanish national unity.

Cultural Revolution in China (1966–1976): Mandarin was enforced

over minority languages, especially among Tibetans and Uighurs, to
promote national uniformity.

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Apartheid South Africa (1948–1994): Indigenous African languages
were marginalized, reinforcing racial hierarchies and limiting access to
education and economic opportunities.

Alsace-Lorraine Post-Franco-Prussian War (1871): After annexation

by Germany, French was banned in schools as a means to Germanize the
region, inspiring Daudet's The Last Lesson.

Collecting data about countries where

people have Linguistic Chauvinism
tendencies
Linguistic chauvinism can manifest in various countries and regions,
where a dominant language or culture is prioritized over.

1. France:
o The French government has historically promoted the French
language as a symbol of national identity. Language policies,
such as the Toubon Law, mandate the use of French in
government and public life, often to the detriment of regional
languages like Breton, Occitan, and Alsatian.
2. Turkey:
o Turkey has a history of suppressing minority languages,
especially Kurdish. Official policies have historically favored
Turkish as the sole language, banning Kurdish in education
and media, and promoting Turkish culture over Kurdish
identity.
3. China:
o The Chinese government promotes Mandarin as the national
language, often at the expense of minority languages such as
Tibetan, Uighur, and Mongolian. Language policies
discourage the use of these languages in schools and public
life, aiming for national unity.
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 4. Spain:
o While Spain is officially multilingual, there have been
tensions regarding the use of regional languages like Catalan,
Basque, and Galician. The central government has sometimes
attempted to impose Spanish dominance in education and
public administration, leading to accusations of linguistic
chauvinism.
5. India:
o India has a rich tapestry of languages, but dominance by
Hindi in government and media has led to linguistic tensions
in non-Hindi speaking regions, particularly in states like
Tamil Nadu.

Questionnaire-How do the other country

people give importance to their mother
tongue?
 Cultural Identity:

 Heritage Celebration: Communities celebrate their languages

through festivals, literature, and music, preserving cultural
traditions (e.g., Indian literary festivals).
 Cultural Preservation: Revitalization efforts, like those for
Hawaiian, aim to protect indigenous culture through language.

 Education:

 Bilingual Education: Countries like Canada promote bilingual

programs, teaching in both the dominant and local languages.
 Mother Tongue Instruction: Nations like Finland emphasize
teaching in the native language to support cognitive and cultural
development.

 Official Recognition:

 Legal Status: Countries like South Africa recognize multiple

languages constitutionally, promoting their use in public life.

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  Language Policies: Switzerland's support for its four national
languages reinforces their importance in daily communication.

 Media:

 Local Media: Regional languages have dedicated media outlets,

such as Catalan and Basque in Spain, promoting their usage.
 Digital Presence: Social media allows for the creation and sharing
of content in various languages, increasing visibility and usage.

 Literature and Arts:

 Literary Promotion: Countries like France celebrate their literary

traditions, showcasing works in native languages.

REFERENCE
I really enjoyed making the
project on “THE LAST
LESSON”.
Due to this project I came to
know about the theme of
Linguistic Chauvinism and
Procrastination and the
importance of Time Management.
16
I learn about the importance of
the mother tongue. Moreover, I
enhanced many vocabularies and
writing skills and improved my
knowledge.

BIBLIOGRAPHY
i) Flamingo
ii) Newspaper & Magazines
like
 The Times of India
 The Global
 The Hindu
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iii) www.brainly.in
iv) www.Indianexpress.com
v) www.wikipedia.com

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