ﷺ
وہ جس میں اُسوۂ کامل حلول ہوتا نہیں
’’قسم خدا کی محب رسولؐ ہوتا نہیں‘‘
حضورِ رب ازل ؛ مدعاے آدمؑ بھی
بغیر اسمِ محمدﷺ قبول ہوتا نہیں
بھٹکتا رہتا ہے وہ آندھیوں ، بگولوں میں
جو ذرّہ خاکِ مدینہ کی دُھول ہوتا نہیں
نبیؐ کے ذکرِ معطر میں جو بھی محو رہے
خزاں کے ہاتھوں وہ پامال پھول ہوتا نہیں
نبیؐ بھی ہم سے بشر ہیں تو پھر بتاؤ ہمیں
وحی کا ہم پہ بھلا کیوں نزول ہوتا نہیں
نظر میں جس کی رہے رحمتِ حبیبِ خداؐ
رہِ حیات میں ہرگز ملول ہوتا نہیں
خدا سے مانگو اگر صدقۂ رسولؐ خدا
قبولِ عرض میں عرفانؔ! طول ہوتا نہیں
It is important to know that how the whole system of Madrasah education was evolved and what were various trends which contributed in shaping the whole system of religious Education in the Muslim world, particularly. I this article I will be presenting a comparative analysis of some important Religious Education systems prevalent in prominent Muslim Countries to demonstrate that how same institutions can develop on different lines due to application of certain approaches by state. Here I will be making a comparison of five Muslim countries namely Egypt, Saudi Arabia, Turkey, Indonesia and Bangladesh. Under this comparison I would try to illustrate briefly that how different contexts actually shape and direct the overall approach, methodology and pedagogical methods of these institutions. And I will try Here I will make comparison of four major religious education institutions working in four different Muslim countries namely
Implications of Urdunization in Pakistan English to Comprehend It as a Second Language Language and culture are interrelated. English is a global language and Pakistan has an increasing interest in English language learning. Indigenization is an important aspect which helps in learning L2. Indigenization means transforming words, terms, syntactic structures, etc to suit a local culture. Ll interference on L2 is always a debatable issue. Some scholars favor the use of LI in L2 learning while some are against this view. In language, indigenization is done to minimize or to remove the alienating affect. My research has tested whether Urduization in Pakistani English is helpful in comprehending English as a second language or not. In Pakistan, "Urduization" is done in Pakistani English very frequently. I have used "multi-method approach" in this research. The topic of this research falls into the social sciences. My research is "exploratory" and "descriptive" in nature. The sample population of my research is the students of Advanced Diploma in English (1st and 2nd semesters) who are learning English as a second language at the National University of Modern Languages. The researcher has used worksheet as a basic tool to collect the data and to test the hypothesis. These worksheets are used to test the Semantic/Pragmatic comprehension at three levels: Lexical, Sentential, and Discursive. Many examples of indigenizing Urdu words in English are listed from English news paper which highlights the use of Urduization in Pakistan. The analysis is done through SPSS (Statistical Package for Social Sciences). On the bases of the findings, it can be concluded that Urduization helps in comprehending English as a second language.