Sunday, October 24, 2010


 Record and transcribe [using IPA symbols] a passage containing code-switching of about 20-30 sentences. Analysis the different types of code-switching/code-mixing that are found in the recording, suggesting and examining reasons that could trigger these occurrences. Your recording should be authentic to the Sri Lankan context

    Code-switching and code-mixing are well-known traits in the speech pattern of the average bilingual in any human society the world over. This occurs when bilinguals use their ability to use more than one language during the conversation. According to Gumperz code-switching is “the juxtaposition within the same speech exchange of passages of speech belonging to two different grammatical systems or subsystems.” [Romain, 1994] the same idea is defined by some other researchers under subtle differences as follows. Di Ptetre (1977) defines it as “the use of more than one language by communicants in the execution of a speech act.” Valdes Fallis (1976) refers to it simply as “the alteration of two languages,” and Scotton an Ury (1977) propose that “code-switching [is] the use of two or more linguistic varieties in the same conversation or interaction.” [Grosjean, 145] Furthermore Hudson defines the purpose of code-mixing as follows, “…to symbolize a somewhat ambiguous situation for which neither language on its own would be quite right. To get the right effect the speakers balance the two languages against each other as a kind of linguistic cocktail. [Hudson, 53] However with the combination of two languages together speakers create a separate language and a distinct style of using language. Moreover this has become a common phenomenon in bilingual society. Language experts across the globe have investigated in their experiments causes, functions, characteristics and effects of code-switching and code-mixing.

People have positive as well as negative attitudes towards code-switching and code-mixing. Code-switching and mixing has given critical names like Franglais, the mixture of English and French, Singlish, the mixture of English and Sinhala, Tex-Mex, the mixture of English and Spanish etc. As it affects to the attrition of the mother tongue of a country some people try to avoid from this. Because they think that it wipes out the identity of the mother tongue. Furthermore they consider it as an impure use of language and with that the language becomes complicated. But at the same time some people look at it in a positive way. They consider it as a relaxing way of using language because they can express their ideas more precisely with code-switching and mixing. Grosjean considers code-switching not only as a filling of momentary linguistic need but also as a very useful communication resource. [Grosjean, 148]
There can be seen numerous reasons for code-switching and mixing. Bilinguals most of the time think that they lack facility in one language when they are talking about a particular subject. Therefore to find the most suitable word for the subject that they are talking they switch codes. For example if we take a look at into the Sri Lankan context, Sinhala speaking community, most of them are bilinguals as they learn English as their second language. So for example when they talk on a subject matter like English literature it is difficult to find some appropriate words from Sinhala language and then they shift to English language. Li Wei also talk about the same situation “…bilingual speakers code-switch because they cannot express themselves adequately in one language.”[Wei, 15] Gumperz (1970) too defines this situation and according to him “code-switching is a communicative resource that builds on the anticipants’ perception of two contrasting languages.” [Grosjean, 152] In addition to that people shift codes to give a language familiarity and to enhance the meaning. For example while using English language people use tags like [among Sinhala speakers] “ne:də,” “ane:” etc. it is because though they can find similar linguistic features in English language the use of Sinhala words like that can enhance the meaning. And also as Li Wei pointed out “some bilinguals regularly change their speech productions from one language to another in their professional life. Interpreters and translators, for example, switch between languages as a routine part of their jobs” [Wei,15]   Except to the above mentioned reasons code- switching and mixing can be taken as a stylistic way of using language especially among youth.
Sociolinguists have observed different types and degrees of code-switching and code-mixing according to the way of using it under different circumstances. Poplack (1980) identified three major types like tag-switching, inter-sentential and intra-sentential. “Tag-switching involves the insertion of a tag from one language into an utterance which is otherwise entirely in the other language”. Since tags are subject to minimal syntactic restrictions, they may be easily inserted at a number of points in a monolingual utterance without violating syntactic rules. [Romain, 122] For example Sinhala/English bilingual community use Sinhala tags like “ne:də”, “me:”, “ane:’, “aijo:”etc and English tags like “here”, “isn’t it”, “right”, “ok” etc.
Eg:  Ane: you are going tomorrow ne:də? [Sinhala tags]
       Here, mamə hetə ennŋ ok. [English tags]
Inter-sentencial switching involves a switch at a clause or sentence is in one language or another. Most of the time it occurs outside the sentence or the sentence boundary. Sometimes this includes one sentence in one language and the rest of the sentence in another language. In this type of switching there should be a fluency in both languages. [Romain, 123]  An example from Sinhala/ English discourse; You have to be there ude: pa:ndərə[early in the morning]. I don’t know dear, matə enna bæ: ne [I can’t come].
According to Poplack under intra-sentential switching different types of switching occurs within clause or sentence boundary. This sort of switching involves the greatest syntactic risk. And this may be avoided by the most fluent bilingual. [Romain, 123] An example from Sinhala/English discourse; ane: baba: e:kə matə [oh baby for me it’s] very difficult know.
                 There’s nothing oja boru kijanne. I’m going.
But this type of code-switching is very ragged and awkward.
However all the above mentioned types of code-switching can be found in one discourse. Another important factor that needs to discuss is the major two variations of code-switching. One is situational code-switching where situations decide which language is the best and the other is metaphorical code-switching where the situations are not clear or ambiguous and the speaker decides to ignore the situation. [Hudson, 52]  Here situational code-switching controls by the setting, participants, domain etc bet metaphorical code-switching as Gumperz [1982] put it ‘Rather than claiming that speakers use language in response to a fixed, predetermined set of perceptions, it seems more reasonable to assume that they build on their own and their audience’s abstract understanding of situational norms, to communicate metaphoric information about how they intend their words to be understood.’ [Romain, 161]
            Code-switching contains discourse functions. According Gumperz functions of code- switching are quotations, addressee specification, interjections, reiteration, message qualification, personalization versus objectivization. Furthermore he explains on it in detail. According to him quotations contain where ‘code switched passages are clearly identifiable either direct quotations or as reported speech.’[Gumperz,75-81] An example from Sinhala/English discourse; Shakespear kijənəva ‘whole the world is a stage’ kijəla’ 
Gumperz looks at the function of addressee specification as the ‘switch serves to direct the message to one of several possible addressees’. Most of the time this takes place when a speaker turned to someone aside from the conversation. An example from Sinhala/English discourse,
A          B: you have to come on Monday
B         A: ah I got the news from Raja.
A         C: api sandudatə ennə o:nəlu.
 And interjection he defines as‘sentence filler.’ Furthermore it marks an exclamation. For example; “aijo: deύijəne: [oh God] what you did?” Reiteration is to ‘repeat the message in other code, either literary or in somewhat modified form.’ This can be used to clarify the message and to emphasize the idea. For example; “What are you doing? ane: ennako, come will you.”   Message qualification is to ‘qualify contractions such as sentence and verb compliments or predicates following a copula.’ [Gumperz, 78-81] For example from Sinhala/English discourse, ‘She is my eldest daughter hetə anidda campus eken out ύenəύa.’  The switch from one language to the other qualifies the previous sentence.
            Borrowing is another feature that occurs when different languages mixed up. Hudson defines borrowings as follows. “Code-switching and code-mixing involved mixing languages in speech; borrowing involves mixing the systems themselves, because an item is ‘borrowed’ from one language to become part of the other language. Everyday examples abound- words for foods, plants, institutions, music and so on.” [Hudson, 55] In Sinhala language too we have borrowings, the words like bus, car, fan, note, TV etc. Though we have Sinhala words for these words we do not use them and we are more familiar with English word than Sinhala word. Nowadays with the rapid development of science and technology and with the effects of globalization we get more familiar with borrowing words.
The following is a transcription of a Sri Lankan TV programme that contains Sinhala-English code-switching and mixing.

                                                                    Ruveththi with Rozane
                                                                    Tv Derana 21st Feb 2010 [18.00am]

A [Rozane]: Hello how are you?  (01)                                                                                                                                                                                                                                                                                                                               
B [Shamali]: I am ok and how are you Rozane?  (02)                                                                                         
A: Shamali maŋ Capello saloon ekata a:ύe mata a:raŋtѕijak a:ύa alut therapy ekak læbila tijenəύa kijəla. mokəkdə me: alut therapy ekə? [I came to Capello saloon I got to know that there is a new therapy] (03)                                                                                                                                           
B: It’s a Swedish body massage and e:kə Australia and Sweden ύələ hæmə tænəmə tijenə ekak. (04)
 hari prəsiddə ekak hæbæi e:kə dæn lanka:ύtə  æύilla Capello saloon eke: api e:ken classes patangannəύa. [it’s a famous body massage and now famous in Sri Lanka. In our saloon we have started classes on it] (05)
 and e:kedi api ugannanaύa, [there we teach] practicals as well as theory. (06)
 i:təpasse cause eka ma:sa dekai api e:gollanta certificate ekak denəύa. [then two months course and we give a certificate after that] (07)
A:hari, man hitanne api ύædi ύistərə katakərəmu therapy eka kərənə   ύela:ύemə. api ehenam Manishkage therapy ekakata jan. [We’ll talk more in detail when the therapy is going on. We’ll go for a therapy with Manishka] (08)
 and Shalini client kenek oja: langətə a:ύəmə kohomədə eja: therapy ekətə su:da:nəm kəranne. [How do you prepare a client for a therapy?] (09)
B: api client ύ arəgenə eja:ge ædum a:barənə galaύəla towel ekak andəύəla, mokədə nætinam      tuύalaύenna puluύŋ. [We remove the clothes and jewelry and dress a towel otherwise the jewelry make him injured during the therapy] (10)
A: Right palamuύenmə api mokakdə kəranne? [What we do first?](11)
B: palamuύenmə eja andəύla ædətə da:la tuύa: ύlin ύhala api ejage socks indəla tissue ekak danaύa kakula langətə. [First we dress him and put him on a bed and covered him with a towel and put a tissue from his socks] (12)
 tissue ekə da:la api spray ekak spray kəranna o:nə kakulə langətə mokadə dadijə  ehemə tijenə nisa nætinam therapisttə ama:rui. api ængili okkomə massage kərannə o:nə right. [Then we put a sray to dry his sweat otherwise it would be difficult for the client. We have to massage his fingers] (13)
i:tə passe kijənəύa client ta relax ύenna kijəla [Then we ask the client to be relaxed] mokədə me:kə [because this is] most hæmə ύele:mə [always] it’s a relaxing therapy.(14)
 i:təpasse Aroma therapy itipandam pattukərəla light music soft music ekak da:nnə o:nə. [Next we light Aroma therapy candles and play a light music] (15)
It’s our Swedish body massage.  (16)
A: e:kətamai environment ekat a:ύamə tamai taύat relax ύenne. [Yea there should be a good environment to make him relax] (17)
api monəύə pa:ύtstsikərənə oil dзati [What types of oil that we can use?] (18)
B: apitə market eke: tijenə o:nəmə oil ύargəjak gannə puluύan. Client kæməti [we can get any type of oil in the market as the client wish] (19)
A: api tel sa:ma:nəjen heat kərənəύadə? [Do we heat the oil] (20)

            According to the above transcription the first two lines of the dialogue both A and B communicates in English language. In the third line A [Rozane] switches to Sinhala where she does code-mixing. For example she uses the word saloon and therapy. Here the word therapy can be taken as a borrowing as it is difficult to find an exact word for that to give the idea of therapy. Though there are certain words those words don’t give the sense that the word therapy gives. Line number three is an example for inter-sentential code-switching. Moreover it implies that B [Shamali] is fluent in both languages. Next is a line with code-mixing. Line number six begins with a tag. It indicates that she is more familiar with English language than Sinhala because she uses the word ‘and’ which is from English language. And the line continues with an intra-sentential code-switching.
            Next line by using the words such as cause, certificate B uses code-mixing. Here the word cause can be taken as a borrowing because nowadays among Sri Lankans this word is familiar than the Sinhala word. Line number eight A switches to English language with the borrowing word therapy. Line after that starts with a tag-switching by using the word and. And the use of the word client is an example for code-mixing. In the next line too the speaker mixes codes with the words client and towel. Next line begins with the tag, right and continues with Sinhala language. Code-mixing can be seen in line number twelve with the words socks and tissue.  In line thirteen the speaker uses code-mixing as well as tag- switching. Code-mixing can be seen through the words such as spray, massage. And tag-switching can be seen with the word right. In the next line the speaker uses code-mixing with inter-sentential code-switching. Because the sentence starts in Sinhala language with code-mixing but it ends with English language. There we see a reiteration word also.  The English word ‘most’ and the Sinhala word ‘hæmə ύele:mə’ give the same meaning. In the dialogue to highlight what she says she uses these similar words from both languages. Line fifteen contains inter-sentential code switching and a borrowing, Aroma therapy. Next line can be taken as a part of the above line and it is an example for intra-sentential code-switching. Next the dialogue continues with code-mixing by using the words like environment, relax, oil etc.   
            As Spolsky states, “the selection of a language by a bilingual, especially when speaking to another bilingual, carries a wealth of social meaning. Each language becomes a virtual guise for the bilingual speaker, who can change identity as easily as changing a hat, and can use language choice as a way of negotiating social relations with an interlocutor.” [Spolsky, 50] During this process the factors like code-switching, mixing and borrowing occur. Therefore it is a natural process.  As Eastman points out ‘we must free ourselves of the need to categorize any instance of seemingly non-native material in language as a borrowing or a switch.’ [Romaine, 180]  Though it contains good aspects as well as bad aspects, according to my point of view code-switching, mixing and borrowing are common factors that bilinguals are using when they communicate with another bilingual. Nowadays with the factors like globalization people get familiar with more than one language. And as a result of that most of native languages are under the influence of foreign languages. Therefore it is difficult to get rid of a phenomenon like code-switching. 


Susan, R (1994). Bilingualism, 2nd ed, Blackwell,

Gumperz, J.J (1982). Discourse Strategies. Cambridge: Cambridge University Press.
Francoise Grosjean Life with two languages: An Introduction to bilingualism.
Wei, L Dimensions of Bilingualism   

Spolsky, B (1998). Sociolinguistics. Oxford University Press. New York.

Thursday, October 7, 2010





/s/ and /z/ sounds can be taken as two problematic sounds that Sri Lankans have when they get familiar with Standard English. If we take these sounds separately it is clearly evident the fact that these two sounds have different value.
 According to Charles Kenneth Thomas’ description in his book on the phonetics of American English he describes the sound /s/ as “a voiceless alveolar fricative which requires a delicate adjustment of the speech mechanism.”[pg55] Next he scientifically explains what exactly happens when pronouncing the /s/ sound. “First the sides of the tongue must be raised enough to force the air through a narrow groove along the mid line of the tongue. Then the air must be directed against the cutting edges of the lower teeth the velar valve must be closed, and the jaw must be high enough to bring the teeth together or almost together. The tip of the tongue must not come in contact with either the upper teeth or the upper gums.”[pg55]
And also he defines the sound /z/ as “a voiced alveolar fricative formed with substantially the same tongue position as /s/ but with the vocal bands vibrating and with slightly less breath force” [pg57]
The sound /s/ “occurs in initial position in the words like sit /sit/, same /se:m/. Medial position in the words like essay /ese: /. Final position in the words like chess /t∫  es/, bus /bΛs/, hiss /his/. In word initial cluster snake /sne:k/, smoke /smo:k/, slow /slo:/. And also it occur in the words final cluster tents /tents/, lips /lips/, texts /teksts/”.[Gimson 185]  
“/s/ occurs with variety of spellings, for example s in the words like see, ss in pass, sc in scent, sch in schism, c in race and z in waltz. The letter x represents /ks/ in box. The letter s, on the other hand represents a variety of other sounds as in sure, rose and measure. It is silent in a few words, such as island.” [Thomas 56]
The sound /z/ “occurs in initial position in the words like zoo /zu:/, zest /zest/. Medial position in the words like absorb /  bz  b/, president /pr  zid  nt/. Final position in the words like is /i:z/, was /w  z/. Word final cluster ribs /ribz/, films /filmz/.” [Gimson 186]
“It also occurs with variety of spelling, z in the words like zone, zz in the words like dizzy, s gives the /z/ sound in the words like rose and ss in the words like dissolve. Sometimes x represents the sound z in the words like exist.” [Thomas 57]

To identify the differentiation between these two sounds there have some rules.

Daniel Jones introduces some rules in his outline of English phonetics to identify the differentiation of these two sounds. According to him “The s denoting the plural nouns or third person singular of verbs is pronounced s when the preceding sound is a voiceless consonant. E.g. cats kæts, takes  teiks, laughs la:fs”[pg 187]
And also he pointed out the fact that “Final s is preceded by one of the letters a, i, o, u or y is pronounced s. (when not mute) e.g. gas gæ:s, atlas   ætl  s, this   ðis, basis be:sis, chaos kei  s. us   Λs or   s, genius d i:nj  s, precious pre∫ s, Gladys glædis. The only exceptions are the influenced forms of nouns and verbs (e.g. plays pleiz, was w  z or w  z,)and the single words his hiz (weak form iz) as    æ:z (weak form   z) whereas wε  ræz. [pg 187]  
And also when the morpheme /-s/ is affixed to a sibilant consonant then the morpheme /-s/ is pronounced /ez/ in Sri Lankan English and /iz/ in Standard English. For example the words like buses / bΛs  z/, matches / mæt∫  z/ , boxes /b  ks  z/
Sometimes when the morpheme /-s/ is affixed to a voiced consonant or a vowel it is pronounced /z/. The words like cars /ka:z/, pianos /piano:z/, buys /baiz/.
In the stems where the letter c is used it is often pronounced /s/ and never /z/. The words like peace /pi:s/, face /fe:s/, mice /mais/
/se/ is sometimes pronounced /s/ in word final position. For example the words like noose /nu:s/, loose (N) /lu:s/
/s/ is pronounced /z/ between voiced sounds. The words like cosmetic /k  zm  tik/, president /pr  zid  nt/.
/se/ is sometimes pronounced /z/ in word final position. The words like phrase /fre:z/, nose /no:z/ [Lecture notes]

Problems that Sri Lankans have regarding to these two sounds.

When considering the problems of differentiation that Sri Lankans have on the sound /s/ and /z/, the most evident problem is that Sri Lankans are not familiar with the sound /z/. Sinhala and Tamil speakers have only /s/ sound. So most of the time when there should use the sound /z/ they use the sound /s/. According to H.A Passé “there is no “voice correlation” for /s/ in Sinhalese and Tamils. The function of English z has.”[pg302] To show this he has given some examples comparing Received Pronunciation and Ceylon pronunciation.
RP:                                  CP
Zoo        /zu/                  /su:/
Noise    /n  iz/               /n  is/
Senses  /sensiz/           /sens  s/ [pg302]
Another important problem that Sri Lankans have is when /s/ occurs in word initial cluster they have some difficulty of pronouncing it. For example the words like school, sprite, snake, skirt, stamp etc they use the pronunciations like /isku:l/, /isprait/, /isne:k/, /isk t/, /istæ:mp/. This is also a common problem that can be seen in Ceylon pronunciation. And sometimes people go to overcorrect their pronunciation to avoid of this mispronunciation and end up with mispronouncing the word again. T.Kandiah gives some examples for this: “sees /zi:z/, kisses /kiz:  z/, mixed /migz/, dressed /drezd/”.[pg160 ]
And  H.A Passé also shows another factor in the same problem, “ In effort to use /z/ correctly these speakers sometimes fall into the error of substituting /z/ for English /s/, as in peace pronouncing peas and peace alike as /pi:z/ [302]
And also most of the time they follow the spelling of the word and compare the pronunciation, words with similar pronunciation, because there is no rule that can be followed to identify this differentiation.  According to H.A Passé “there is no rule governing the distribution of the sounds /s/ and /z/, to where /s/ occurs in the spelling. The pronunciation has to be learnt from other speakers or from a dictionary for each word individually” [pg303]
We have number of reasons for this situation. Main reason is that Sri Lankans are not having a symbol for sound /z/. Therefore they are not familiar with /z/ sound. Though there are people who are aware of the correct pronunciation they don’t use it because the society is not ready to accept such different pronunciation.  This happens due to the education system that Sri Lankans have. Though English is Sri Lankans’ second language and though they learn English from the primary education, there is not a proper way of teaching English pronunciation. Sometimes students when they cannot remember the pronunciation use to write down the English pronunciation by using Sinhala or Tamil words. Then they don’t see any differentiation in English pronunciation. But after the primary and secondary education, in the university level if they study English as a subject then they get a chance to learn proper pronunciation. But at that time it is difficult to change the way of pronouncing that once practiced from the childhood. Another important factor is that most of English teachers in the country are not aware of proper pronunciation. So the pronunciation of students depends on the teachers who teach English as a subject.
It is not easy to avoid a situation like this. When we learn another language there should need a proper system to teach it. English is the second language of Sri Lanka. So when learn the language it is important to give the priority to its pronunciation. The most important thing that can be done is to give a good training to the English teachers especially to the primary teachers. And it is important to teach phonetics from the childhood. Listening is also an important factor. It is because people easily get familiar with what they hear. So it is important to do listening activities for children. There should have proper books in the country to identify the differentiation of Ceylon pronunciation with standard pronunciation. Sue F. Miller gives out some examples in his book Targeting Pronunciation as follows to identify the two different sounds /s/ and /z/.
 A [voiceless final constituents]                                         B [voiced final constituent]               
       Bus   -  I can see the bus.                                             1. Buzz –  I can hear the buzz.
       Price -  what is the price?                                            2. Prize –  I won the prize.
       Peace – let’s hope for peace.                                       3. Peas  –  They are   eating peas                                                                                                                                                                                                                                                                       [pg122]

H. Prator and B.W Robinett gave out a fine solution in Manual of American English Pronunciation, to avoid the problems that occur when pronouncing the words with /s/ in initial cluster. “A particularly difficult consonant cluster is one which begins with an initial s followed by another consonant (/st-/ stop)or by a consonant plus an /r/ or /l/ (/str-/ string, /spl-/ splash). Students whose mother tongue does not permit such sequences are tempted to precede these clusters with a vowel sound: state is pronounced as /esteyt/, spirit as /espirit/, scrap as /eskræp/. This type of mispronunciation can usually be avoided by concentrating on the /s/- sound and consciously lengthening it: /s—teyt/, /s—pirit/, /s—kræp/.” [pg151]  So the same way can be used in Sri Lankan Pronunciation. And by having this type of solutions we can avoid most of pronunciation problems that we have.


<!Grimson A.C, An Introduction to the pronunciation of English, The English Language book society and Edward Arnold (publishers) Ltd, London. (1970)
<!ones, Daniel. An outline of English Phonetics (9th ed), W. Heffer & Sons Ltd, Cambridge. (1969)
<!Kandiah. T, The teaching of Problems in Ceylon, Volume xv (pg160)
<!Thomas, Kenneth. An Introduction to “The Phonetics of American English”,(2nd ed), The Roland Press Company, New York. (1950)
<!Miller S.F, Targeting Pronunciation, Houghton Mifflin Company, Boston, New York. (2000)
<!Passé H.A, The English Language of Ceylon, chapter 6, Unpublished Dissertation, University of London, (1948) (pg 223-360)
<!Prator C.H, Robinett B.W, Manual of American English Pronunciation (3rd ed) Holt, Rinehart and Winston, Inc. United States, (1951)

Wednesday, October 6, 2010


You are..... The MIRROR My LOVE
My Love,
You are a mirror that gives
the Perfect Reflection of me
You perceive
when there's a slight change
in me
I know, My Love,
It is not the same image
you depict every second
It varies,
as it is the law of nature
Yet  My Love,
You are Pure and
You Absorb me
I see the Truth as you don't
create false images
Nor other illusory reflection can
replace you
And ... It is only you my love,
You mirror the exact me
with all my sentiments...
And it is you that bind us
always with better Understanding
The Reflection you bestowed
Is the Perfect Union of LOVE


There was a cold war,
not between two parts of the world 
but between you and me.
Instead of mass weapons 
we had single weapon
which was LOVE
You hit me once with it
Next I did the same
Once twice no no more than that
I thought to use the weapon of extreme LOVE
But you too had it.
Finally we took the extreme weapon we had
and exploded  
then emotions of love shattered into pieces
and covered us
War ended, Love continued.


Though people live in one world physically,
Emotionally they live in their own mind made worlds.
Where they find different rulers like;
Happiness, sadness, fortune, misfortune, isolation etc
But those rulers govern the kingdom under the lord of MIND.
Because it is MIND who decides which ruler is the best?
Nowadays lord MIND has chosen the king of isolation
to rule my world.
So, I can’t go against that.
But I am writing this verse to the king of your world who is the king of happiness to send a battle to destroy the king of isolation in my world.
I got the permission of my MIND lord for that,
What do you think?
Will you be able to change my ruler from ISOLATION-HAPPINESS?

                           Love & eternity

God created every human being as unique creature
There, each soul keeps certain individuality,
But in the matter of love we pair our individuality with
another soul.
Like two sides of a coin,
Though each side represents certain individuality,
But there is only one value.
Love binds us together and it makes a whole
by pairing two souls together.
But there, if one tries to keep certain individuality within oneself
That would damage the eternity of love
That’s why my love you have to carry my soul everywhere you go
and keep it beside you.
We two have to do like that to give an eternal value for our love…

My Heart

My heart is like sky & it changes time to time

you be the sun & the moon that light my heart.

But dark clouds, thundering & lightening may cover your brightness

& that makes my sky dark, dull & gloomy 

& reacts with heavy rain.

So my love be wind too to wipe out rain, clouds & all

Impressive Impressions

God has given you one face

Yet with more emotions, sensations and sentiments

The face of every human is a colorful diary filled with thoughts

The endless chapters on it get more colorful

With your different sentiments like:

Happiness, sadness, anxiety, ecstasy, depression  

Yet, it is endless
A spontaneous overflow of mimicry

On your lovely charming visage

Making you and others write narrations on that

You refer it and get a vision on yourself and others

It is true; the true impressions can reflect on you

And others as well

Let your impressive impressions scatter into pieces

And reveal yourself to you and others