اسلام کے عبوری قوانین

Being the natural religion, Islam demands peaceful, liberal and civilized society. To achieve this goal Islam introduces two types of laws; permanent and Transitional law. Permanent law are those which are abide by every person of the Muslim society i.e Marriage laws, economic laws, political laws, Family laws, heir ship laws, social laws and other such laws. On the other hand there are some temporary or Transitional laws; i.e War laws, Divorce laws, laws for Slave or laws to end slavery, Criminal Laws (Qis┐s, Diyat, Rajam and Lashes etc), there laws are put into practice only in conditional situations. After achieving the goal these Transitional laws are no more in practice. Islam is complete code of life and gives Laws and Rules for any situation. Islam is natural and liberal religion, its laws since beginning are very much practicable and result oriented. Whenever and where ever Islamic laws have been put into practice society has got its fruits. In this article Islamic Transitional Law are briefly discussed to understand the background of transitional laws. Detail of these laws can be seen in Hadith and Fiqah books.

Bilingualism As Teaching Aid in a Language Class: L1 As a Facilitator in Teaching/Learning Process of L2 at Intermediate/Certificate Level

This study is an investigation into the contribution of bilingualism to learning English as a foreign language; and the limited and judicious use of mother tongue in EFL classroom does not reduce students’ communicative ability but can assist in teaching learning process. It proposes an explanation for this, based on the historical development of bilingualism over time that has remained the dominant practice in English language classes in Pakistan. Moreover, it seeks to understand whether teachers and the learners who do have another language draw on it in ways relevant to the teaching of English, and to suggest reasons why learners’ and teachers’ languages are disregarded in the teaching and learning process. In doing so, the dissertation draws on key bodies of literature in bilingualism, second language acquisition and critical studies in an attempt to provide a framework for considering the research questions. The study employed a qualitative, interpretive research design involving questionnaires, classroom observations and semi-structured interviews. The data chapter analyzed the students and the teachers’ expressed responses and beliefs about the role of learners’ first language(s) (L1) in the EFL class. The findings of the study in general are that bilingualism as a resource in teaching aids and facilitates in learning L2. There are differences between bilingual and monolingual teachers in that the former have much richer resources on which to draw. There are added insights which come from circumstantial or elective bilingual experience, from being a non- native English speaker, and from formal and informal learning experience. These propositions are discussed in the light of the writings of critical theorists to give a wider perspective on bilingualism as a teaching aid. It is suggested that bilingualism as a teaching aid should become a legitimate topic for discussion and further research.