پروفیسر عبدالحلیم ندوی
افسوس ہے کہ اردو اور عربی زبان کے صاحب علم و قلم پروفیسر عبدالحلیم ندوی ۱۲؍ اکتوبر ۲۰۰۵ء کو دہلی کے اپولو اسپتال میں انتقال فرماگئے، اناﷲ وانا الیہ راجعون۔ ان کی تدفین جامعہ ملیہ اسلامیہ کے قبرستان میں ہوئی، مرحوم کئی سال سے مسلسل علیل ہونے کی بنا پر گوشہ نشین اور موتواقبل ان تموتوا کی عملی تفسیر ہوگئے تھے۔
پروفیسر عبدالحلیم کا وطن صاحب گنج دیوریا تھا جہاں ۱۹۲۶ء میں ان کی ولادت ہوئی مگر اب دہلی ہی کے ہوگئے تھے، عربی کی اعلا تعلیم کے لیے دارالعلوم ندوۃالعلماء میں داخلہ لیا، وہاں سے فراغت کے بعد جامعہ ملیہ اسلامیہ میں عصری تعلیم کی تحصیل کی اور علی گڑھ مسلم یونیورسٹی سے پی۔ایچ۔ڈی کی ڈگری لی، پھر قاہرہ یونی ورسٹی سے بھی کسب فیض کیا۔
مصر سے واپسی کے بعد جامعہ ملیہ اسلامیہ میں تدریس کی خدمت پر مامور ہوئے، پھر سنٹرل انسٹی ٹیوٹ آف انگلش اینڈ فارن لینگویجز حیدرآباد سے وابستہ ہوئے اور پروفیسر، صدر شعبہ اور فیکلٹی کے ڈین ہوئے، وظیفہ یاب ہونے کے بعد کچھ دنوں جواہر لال نہرو یونیورسٹی دہلی سے متعلق رہے اور ۱۹۸۳ء میں دمشق یونیورسٹی میں وزیٹنگ پروفیسر ہوئے اور جامعہ ملیہ دہلی میں پروفیسر ایمرٹس مقرر ہوئے، وہ ایک اچھے اور کامیاب استاد کی حیثیت سے نیک نام اور طلبہ میں مقبول تھے۔
ڈاکٹر سید عابد حسین نے ذاکر انسٹی ٹیوٹ جامعہ ملیہ اسلامیہ دہلی سے سہ ماہی ’’اسلام اور عصر جدید‘‘ کے نام سے ایک باوقار علمی رسالہ نکالاتو پروفیسر عبدالحلیم کو اس کا نائب مدیر مقرر کیا، مرحوم کو اردو اور عربی دونوں زبانوں میں تحریر و تقریر کا ملکہ تھا، اردو میں تاریخ ادب عربی کی تین جلدیں لکھیں اور عربی میں ہندوستان کے عربی مدارس پر مراکز التعلیمیۃ العربیۃ فی الھند لکھی، یہ دونوں کتابیں مقبول ہوئیں اور حوالے کے...
The Arabic language is the language of the Holy Quran, which has become an immortal language because of the immortality of the Holy Quran as it says: "Surely We have revealed the Reminder and We will most surely be its guardian." It is one of the most widely spoken languages in the world, especially since the language is the means of communication among the peoples of the world. Communication and technological techniques in learning and teaching the Arabic language taking into account the elements of the educational process (student, teacher and curriculum), according to the requirements of the age, and the development of the mechanisms of teaching the Arabic language with modern technologies that keep up with the times and developments. The aim of the research is to explain the impact of modern means of communication on the teaching of the Arabic language according to several axes: definition of the language, definition of the language in Arabic and the strategy of its publication, the definition of the modern means of communication and their types in the teaching of the Arabic language. The analytical approach will be used in this study. The researcher concluded at the end of this study to prove that the Arabic language faces many challenges in light of the great progress of the modern means of communication and technical progress; and that there are many obstacles in the use of educational technology in the teaching of the Arabic language, which prevents the achievement of the objectives of education. Solutions to this problem are, thus, suggested so as to improve the Arabic language and maintain its position among the languages of the world.
A large part of the English teachers teaching at various schools across Pakistan have little or no sound knowledge of modern developments in English Language Teaching (ELT). Such teachers are partly to blame for the poor standard of ELT in Pakistan. Training such in service teachers is of utmost and immediate importance for two main reasons. First, it is the untrained fresh graduates who are employed as teachers. Second, Pakistani universities training graduates and post-graduates hardly provide any training in ELT. The research was undertaken to evaluate the English Language Teaching Course (ELTC) offered by PAF Teachers' Training Institute, Islamabad, with four main objectives: to evaluate the strengths and weaknesses of ELTC, to assess the impact of ELTC on the teachers' skills, to find out the attitude of English language teachers and principals of PAF Fazaia schools towards in-service teachers' training, and suggest ways to improve language teachers' training courses in future. For this study, five PAF Fazaia schools, thirty English language teachers, five principals, and three master trainers were taken as samples. The director of the Institute was also included as a part of the study. Three questionnaires were designed: to know the views of English language teachers regarding the course, to find the masters trainers' views about the course and the teachers, and to study views of the principals heading PAF Fazaia schools. An interview was conducted to get the views of the director of the Institution. Three questionnaires and an interview brought the data which was statistically analyzed by using the formulae of Mean, Standard Deviation and Range. It is recommended that: the ELTC duration be increased, the courses be preferably conducted during summer vacations, the number of master trainers at Institute be increased, subject specialist in various fields of ELT be appointed, a language laboratory be established, the library be updated by including new books on ELT and providing the internet facility, a greater number of classes in phonetics and phonology be included in the time table, to obtain feedback from the principals of PAF Fazaia schools about the performance of trained teachers, some mechanism for the purpose be developed, for further research, greater number of institutions, students, teachers, master trainers be increased, and it is suggested that instead of questionnaire technique, classroom observation technique be used in future studies.