وفا آزمانی نہیں جانتا تھا
کہ میں بد گمانی نہیں جانتا تھا
ترا شکریہ، تو نے سمجھا دیے ہیں
میں غم کے معانی نہیں جانتا تھا
زمانہ محبت کا دشمن رہے گا
محبت کا بانی نہیں جانتا تھا
ڈبو کر مجھے اُس نے خود ڈوبنا ہے
یہ دریا کا پانی نہیں جانتا تھا
اسی نے تو مجھ پر تھی انگلی اٹھائی
جو میری کہانی نہیں جانتا تھا
ترے لہجے کی نغمگی نے سکھا دی
کہ میں شعر خوانی نہیں جانتا تھا
مرے غم کی تصویر کیسے بناتا
مرے غم کو ’’مانی‘‘ نہیں جانتا تھا
جدا تن سے ہے کچھ یہ سر اس لیے بھی
میں گردن جھکانی نہیں جانتا تھا
The Arabic language faces many hurdles in its expansion and progress in the non-Arab world internationally. This time our focus is the multi-lingual community Nigeria. Nigeria is a country of languages, where there are hordes of mother tongues (dialects) , an official language and then there is a religious language as well. It is very tough to focus on the Arabic language in this myriad of languages though; it enjoys a historic status and prestige there. A few reasons for this lack of focus on Arabic language Nigeria are as follow: 1. The British colonialism and its treacherous role to downplay the Arabic language. 2. To segregate Arabic from Muslim Ummah in Nigeria, the colonialists thus promoted English and French as official administrative languages. 3. Dearth of text books in Arabic at primary and secondary level. Moreover there are no well equipped language laboratories to develop Arabic in Nigeria. 4. The stranded economic state of the country. 5. The scarcity of Arabic press houses in Nigeria and lack of interest in the Arabic language by the general public. A few suggestions to promulgate and develop the Arabic language in Nigeria are as follow: a. Students’ attention needs to be drawn towards the Arabic language as a modern and rich language. For this all the available resources need to be exhausted. b. The Arabic language centres should be developed where proficient teachers should teach Arabic. The present faculty for Arabic should do refresher courses in Arabic to enhance their capabilities. c. The availability of Arabic text books to cater the various levels of the students is made possible. A committee should monitor the overall process and progress of Arabic language in Nigeria. d. The Nigerian government should play an active role in the development and progress of the Arabic language in Nigeria
The decision of using English as medium of instruction for mathematics and science subjects in public sector schools of the Punjab province of Pakistan invokes serious issues regarding its potential impacts on teacher effectiveness and student achievement. So far as the teachers are concerned, perhaps one of the best documented attributes of effective teachers is a strong sense of efficacy (Henson, Kogan, & Vacha-Haase, 2001). The study at hand was designed to explore the self-efficacy beliefs of school teachers make a comparison on the basis of medium of instruction. For comparison purpose, the sample consisted of teachers who taught mathematics and/or science any of the classes that had been declared to be English medium by the government. These classes generally include class 1,2, and 6. In some schools where this innovation had been introduced earlier, however, class 3 and 7 were also English medium. Present study, intended for comparison, is descriptive in nature and the method used was a survey research. Multistage stratified random sampling technique was used to draw sample from the population of school teachers from all public-sector primary, middle, and secondary schools of the Punjab province. Sample size was 1761 with 880 male teachers and 881 female teachers, 861 Urban and 900 rural teachers, 923 English medium and 838 Urdu medium teachers selected from 419 randomly selected primary, middle and high schools of the nine districts selected from nine administrative divisions of the Punjab province randomly. Data were collected through Teachers’ Sense of Efficacy Scale (TSES) developed by Tschannen-Moran & Woolfolk (2001). Long form of this viii questionnaire having 24 items on three different sub scales was used. The statements were translated into Urdu through translation-back-translation method with the help and guidance of a panel of experts. The bilingual version of the questionnaire was used to collect data. The collected data were analyzed using independent samples t-test, two way analysis of variance, and multivariate analysis of variance. The study revealed that Urdu medium school teachers had a higher level of self-efficacy as compared to English medium teachers on overall TSES scores as well as on the three sub-scales of the instrument. Gender was not found significant for efficacy difference. School level, school local, designation and teaching experience wise difference reached the level of significance. The findings of the study invite for a deeper probing into the matter and rethinking over the recently taken decision of transforming school education system form Urdu to English medium.