Jugni, Dhola and Mahiya: Comparing

Among the amazing variety of forms of poetic expression by the folk of the Punjab region, this essay has selected three genres: mahiya, dhola and jugni. The study is meant to compare these three genres of Punjabi folklore, in their evolution, structure, expression and themes. The study finds that the three genres are very old in time origin and tracing their exact origins in history is impossible, only few hints are available. Their structures are variable, as mahiya has a fixed structure, dhola has rather loose structure giving more freedom to the singer-poet, and jugni has a specific meter in certain lines, but it has freedom to repeat some lines for perfect expression of the melody. The structures in fact follow the tunes, distinct for each genre. Three genres have many themes common, but jugni has spirituality as dominant theme, dhola has expression of love as dominant them and mahiya has now become quite inclusive, but it originated as expression of love and it still retains that character in its core. The folk heart of Punjab has endeared these three genres so much that these are appreciated far and wide in original tunes, but new experiments of tunes and themes are also underway. Being a true mirror of simple unsophisticated villagers these folk songs would lose popularity if these villagers become sophisticated hence the need for their preservation is highlighted in this study.

Impact of English Proficiency Training on Primary School Teachers Development of English Speaking Skills

In Pakistan, English as a foreign language is taught from primary classes in public sector schools. Teachers mostly practice traditional teaching method which focuses on reading and writing skills. In primary classes, little importance is paid to the development of speaking skills in English. The government is providing training for teachers in the area of English in order to enhance their speaking skills, strategies and methodologies. This study was designed to explore the impact of English Proficiency Training on primary school teachers' development of speaking skills in English language. The study was based on the qualitative paradigm of research and carried out in the form of case studies of two primary school teachers; one male and one female, who had attended the English Proficiency Training programme in 2008 and were teaching in primary public schools in the district Mirpurkhas. The study focused on understanding what the teachers' perceptions were about their learning from English Proficiency Training programme, what they learned regarding the development of their speaking skills in English; and how their new learning influenced their practices. Data were collected through interviews, observations, informal talks, group discussions and field notes. The study suggests that teachers' personal commitment plays an important role in the application of English Proficiency Training in order to bring about a change in their practices to develop the speaking skills in English despite the challenges. It recommends that teachers need to bring about a change in their teaching methodology and move away from the traditional to the activity-based teaching method. It also suggests the need for coordination between the training institute and the district education officers to ensure a successful implementation of training, along with a strong follow-up mechanism.